Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study

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Edward B. Nuhfer

2015-12-01

Full Text Available After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs, we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI. In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a first-generation student, b English as a native language, and c interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

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Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

2016-01-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences.

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Bazrafkan, Leila; Hayat, Ali Asghar; Abbasi, Karim; Bazrafkan, Aghdas; Rohalamini, Azadeh; Fardid, Mozhgan

2017-01-01

The information literacy status and the use of information technology among students in the globalization age of course plans are very momentous. This study aimed to evaluate the information literacy status and use of information technology among medical students of Shiraz University of Medical Sciences in 2013. This was a descriptive-analytical study with cross-sectional method. The study population consisted of all medical students (physiopathology, externship and internship) studying at Shiraz University of Medical Sciences. The sample size (n=310) was selected by systematic random sampling. The tool of data gathering was LASSI questionnaire (assigned by America research association) with 48 closed items in five-point LIKERT scale. The questionnaire included two distinct parts of demographic questions and the information literacy skills based on the standards of information literacy capacities for academic education. The content validity was acquired by professors' and experts' comments. The reliability was also calculated by Cronbach'salpha (0.85). Data were analyzed in both descriptive (frequency- mean) and analytical level (t-test, analysis of variance) using SPSS 14 software. 60.3% of the participants were females, and the remaining (29.7%) were males. The mean score of information literacy and its five subgroups among the students weren't at a desirable level. The mean scores of information literacy for educational grades from the highest to lowest belonged to the internship, physiopathology and externship. The results showed that the highest average was related to the effective access ability to information among interns (9.27±3.57) and the lowest one was related to the ability of understanding legal and economical cases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn't a significant difference between educational grades and information literacy. Finally, the result of independent t-test did not show a

Charting a Course to Earth System Science Literacy

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Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

2008-12-01

Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

Applying innovative approach “Nature of Science (NoS) within inquiry” for developing scientific literacy in the student worksheet

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Widowati, A.; Anjarsari, P.; Zuhdan, K. P.; Dita, A.

2018-03-01

The challenges of the 21st century require innovative solutions. Education must able to make an understanding of science learning that leads to the formation of scientific literacy learners. This research was conducted to produce the prototype as science worksheet based on Nature of Science (NoS) within inquiry approach and to know the effectiveness its product for developing scientific literacy. This research was the development and research design, by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). Research subjects were students of the junior high school in Yogyakarta. The instruments used included questionnaire sheet product validation and scientific literacy test. For the validation data were analyzed descriptively. The test result was analyzed by an N-gain score. The results showed that the appropriateness of worksheet applying NoS within inquiry-based learning approach is eligible based on the assessment from excellent by experts and teachers, students’ scientific literacy can improve high category of the N-gain score at 0.71 by using student worksheet with Nature of Science (NoS) within inquiry approach.

Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

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Surmeli, Hikmet

2013-01-01

This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

Using Primary Literature to Teach Science Literacy to Introductory Biology Students

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Johanna Krontiris-Litowitz

2013-01-01

Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives al...

Science Fairs for Science Literacy

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Mackey, Katherine; Culbertson, Timothy

2014-03-01

Scientific discovery, technological revolutions, and complex global challenges are commonplace in the modern era. People are bombarded with news about climate change, pandemics, and genetically modified organisms, and scientific literacy has never been more important than in the present day. Yet only 29% of American adults have sufficient understanding to be able to read science stories reported in the popular press [Miller, 2010], and American students consistently rank below other nations in math and science [National Center for Education Statistics, 2012].

Adapting Practices of Science Journalism to Foster Science Literacy

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Polman, Joseph L.; Newman, Alan; Saul, Ellen Wendy; Farrar, Cathy

2014-01-01

In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also…

Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

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Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.

2010-01-01

Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction

Predicting health literacy of students in Kermanshah University of Medical Sciences in 2016: The role of demographic variables

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Arash Ziapoor

2016-12-01

Full Text Available Background and objective: Health literacy is a key outcome measures of health education that should be in the context of broader health promotion. This study aims to predict the health literacy of students in Kermanshah University of Medical Sciences in 1395: the role of demographic variables was performed. Methods: A descriptive correlational study on 350 students of Kermanshah University of Medical Sciences was done. Sampling was random. Data collection was conducted through a questionnaire of health literacy Montazeri et al. Information collected through software SPSS 23 and using t-tests, ANOVA and Pearson correlation coefficient were analyzed. Results: The mean (SD total score of health literacy in students was 4.04 ± 0.43. T-test and ANOVA between health literacy by gender, age, profession, education level and location have a significant relationship. Pearson correlation coefficient between the components of health literacy in research samples showed high correlation was statistically significant (P <0.01. Conclusion: The importance and need for attention to students' health literacy for health promotion as an essential factor in the impact-transition seems to be. Paper Type: Research Article.

STUDENTS’ SCIENCE LITERACY ABILITY PROFILE IN ENVIRONMENTAL POLLUTION AND GLOBAL WARMING MATERIAL

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Laela Ulfa

2017-12-01

Full Text Available This research head for measure profile of students’ science literacy ability in environmental pollution and global warming material. The study was conducted in one of SMP Negeri Semarang with samples of 70 students from grade VII D and VII E. The profile of literacy science of students from the highest percentage till the lowest was science as a body of a knowledge was 70,36%, science as a way of thinking was 61,71%, the interaction between science, technology, and society was 61,43% categorized enough level, and science as a way for investigating was 38,21 categorized too less. keywords: science literacy, scince literacy ability

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

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Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature

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Klucevsek, Kristin M.; Brungard, Allison B.

2016-01-01

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we…

Reconceptualising Science Education Practices from New Literacies Research

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Tang, K. S.

2015-01-01

In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate. Yet, in science education, research in literacy has been largely restricted to the domain of print-oriented academic language. This paper aims to set…

Sciences literacy on nutrition program for improving public wellness

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Rochman, C.; Nasrudin, D.; Helsy, I.; Rokayah; Kusbudiah, Y.

2018-05-01

Increased wellness for a person becomes a necessity now and for the future. Various ways people do to get fit include following and understanding nutrition. This review will inventory the concepts of science involved to understand the nutritional program and its impact on fitness levels. The method used is a quantitative and qualitative descriptive mixed method based on treatment to a number of nutrition group participants in a nutrition group in Bandung. The concepts of science that are the subject of study are the concepts of physics, chemistry, and biology. The results showed that the ability of science literacy and respondent's wellness level varies and there is a relationship between science literacy with one's wellness level. The implications of this research are the need for science literacy and wellness studies for community based on educational level and more specific scientific concepts.

Earth Science Literacy: Building Community Consensus

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Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

2008-12-01

During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

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Chin, Chi-Chin

2005-10-01

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

Family science: An ethnographic case study of the ordinary science and literacy experiences of one family

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McCarty, Glenda M.

Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when researchers (e.g. Bissex, 1980; Heath, 1983; Taylor, 1983) began documenting the literacy happenings and practices of young children in natural settings. Findings from intensive emergent literacy research studies have challenged traditional approaches to the teaching and learning of literacy, especially drawing attention to the active role children take in their own learning. Drawing upon those early literacy studies, this research project uses ethnographic case study methods along with a naturalistic inquiry approach, to document the daily explorations of one science-oriented family. Over a three year span, I have followed my own family, in our natural setting, through our day-to-day experiences with science and literacy as we seek to mediate and understand the world around us. In doing so, I have explored the ways we have shared knowledge and constructed learning through science books and read alouds, self-initiated inquiry learning, and communication. Throughout the three year research period, I have collected data and documented my own young children's understanding of the nature of science by observing their engagement with world around them.

Writing and Science Literacy

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Weiss-Magasic, Coleen

2012-01-01

Writing activities are a sure way to assess and enhance students' science literacy. Sometimes the author's students use technical writing to communicate their lab experiences, just as practicing scientists do. Other times, they use creative writing to make connections to the topics they're learning. This article describes both types of writing…

Measuring Science Literacy in College Undergraduates

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Impey, Chris David; Buxner, S. R.; Antonellis, J.; King, C.; Johnson, E.; CATS

2010-01-01

Initial results from a major study of scientific literacy are presented, involving nearly 10,000 undergraduates in science classes at a large Southwestern Land Grant public university over a 20-year period. The science content questions overlap with those in the NSF's Science Indicators series. About 10% of all undergraduates in the US take a General Education astronomy course, and NSF data and the work of Jon Miller show that the number of college science courses taken is the strongest predictor of civic scientific literacy. Our data show that gains in knowledge on any particular item through the time students graduate are only 10-15%. Among students who have taken most or all of their science requirements, one-in-three think that antibiotics kill viruses as well as bacteria, one-in-four think lasers work by focusing sound waves, one-in-five think atoms are smaller than electrons, and the same fraction is unaware that humans evolved from earlier species of animals and that the Earth takes a year to go around the Sun. The fraction of undergraduates saying that astrology is "not at all” scientific increases from 17% to a still-low 34% as they move through the university. Equally worrying, half of all science majors say that astrology is "sort of” or "very” scientific. Education majors - the cohort of future teachers - perform worse than average on most individual questions and in terms of their overall scientific literacy. Assuming the study institution is representative of the nation's higher education institutions, our instruction is not raising students to the level we would expect for educated citizens who must vote on many issues that relate to science and technology. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

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Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

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Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Student’s STEM Literacy in Biotechnology Learning at Junior High School

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Nurlaely, N.; Permanasari, A.; Riandi, R.

2017-09-01

A considerable study to student’s STEM literacy achievement profile, especially in biotechnology learning, has been conducted to make the innovation of the STEM-based learning. The study aims to find out the STEM literacy. The sample is taken through purposive sampling technique to 45 students of 9th grade of a junior high school in Tasikmalaya district. The instruments are multiple choice questions. Data are analysed by calculating mean score of students’ STEM literacy achievement. The results show that student’s STEM literacy achievement was low. Science literacy aspect was the lowest, while mathematical literacy gained better than another aspect. The low achievement of students’ STEM literacy was because of learning activities that have not been able to integrate science, technology, engineering, and mathematics in science learning. The literacy profile indicates the importance of applying STEM approach to science learning, and it is recommended to improve students’ STEM literacy achievement.

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

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Rafael Lara-Alecio

2018-02-01

Full Text Available The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA. First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs, controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students’ English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students’ language acquisition and science concept understanding for ELs and economically challenged students (ECs; (b there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy

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Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.

2014-12-01

The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude

The Influence of Reading Literacy on Mathematics and Science Achievement

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Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

2016-01-01

The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

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Peters, John S.

This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

Children Working with Text in Science: disparities with 'Literacy Hour' practice

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Peacock, Alan; Weedon, Helen

2002-02-01

The National Literacy Strategy (NLS) provides a coherent plan of what and how children should be taught about non-fiction text. Nevertheless, the difficulties that children actually experience when using science texts are not fully addressed: in particular, the use and interpretation of the visual elements of science text is given limited attention in the prescriptions for teaching the 'Literacy Hour'. Such disparities identified by prior research and by a content analysis of the NLS Framework Document are considered alongside evidence of the difficulties encountered by a class of Year 5 pupils working with a range of non-fiction texts during science lessons. Pupils' text use is studied through observations and interviews with children, through interviews with their teachers and through a questionnaire about text use strategies. The findings suggest that (1) the pupils experienced considerable difficulty in making sense of the science content of non-fiction text, particularly in terms of interpretation of visual elements and their links to written text and (2) use of retrieval strategies taught during the Literacy Hour was not transferred to learning from text during science lessons. The study proposes closer planning of text use in science and literacy lessons.

Information literacy in science writing: how students find, identify, and use scientific literature

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Klucevsek, Kristin M.; Brungard, Allison B.

2016-11-01

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.

Examining the literacy component of science literacy: 25 years of language arts and science research

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Yore, Larry D.; Bisanz, Gay L.; Hand, Brian M.

2003-06-01

This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy

Science Literacy: Hand in Glove with Numeracy

Directory of Open Access Journals (Sweden)

Gerry G. Meisels

2010-07-01

Full Text Available Science Literacy requires numeracy as part of its foundation, and much of Numeracy draws on examples and applications from the sciences. They share the goal of creating a society that is mathematics numerate and science literate, and are interrelated. National priorities to strengthen both among all our students are driven by practical considerations of economic competitiveness that increasingly depend on technological innovation. It is also critical to each individual for long-term job opportunities and for informed citizenship. With up to 80% of 21st century jobs requiring mathematics and science skills, a large majority of the 2,900,000 students who graduate from America’s high schools every year must become Numerate and Science Literate. Many of these students are not motivated to learn, requiring a change in teaching strategies. Societal will and substantial resources are required to help teachers adopt new approaches that are much more demanding than traditional lectures. Major organizational changes may be needed to strengthen student experience in elementary schools. Advocates of Numeracy and Science Literacy need to work hand in glove to create a citizenry prepared to compete in the 21st century.

Improvement of Students’ Environmental Literacy by Using Integrated Science Teaching Materials

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Suryanti, D.; Sinaga, P.; Surakusumah, W.

2018-02-01

This study aims to determine the improvement of student environmental literacy through the use of integrated science teaching materials on pollution topics. The research is used weak experiment method with the one group pre-test post-test design. The sample of the study were junior high school students in Bandung amounted to 32 people of 7th grade. Data collection in the form of environmental literacy test instrument consist of four components of environmental literacy that is (1) Knowledge, (2) Competencies (Cognitive Skill), (3) Affective and (4) Environmentally Responsible Behavior. The results show that the student’s environmental literacy ability is improved after using integrated science teaching materials. An increase in the medium category is occurring in the knowledge (N-gain=46%) and cognitive skill (N-gain=31%), while the increase in the low category occurs in the affective component (N-gain=25%) and behaviour (N-gain=24%). The conclusions of this study as a whole the improvement of students’ environmental literacy by using integrated science teaching material is in the medium category (N-gain=34%).

Virtual laboratory learning media development to improve science literacy skills of mechanical engineering students on basic physics concept of material measurement

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Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.

2018-05-01

This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.

The Predictive Ability of IQ and Working Memory Scores in Literacy in an Adult Population

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Alloway, Tracy Packiam; Gregory, David

2013-01-01

Literacy problems are highly prevalent and can persist into adulthood. Yet, the majority of research on the predictive nature of cognitive skills to literacy has primarily focused on development and adolescent populations. The aim of the present study was to extend existing research to investigate the roles of IQ scores and Working Memory…

Teacher perspectives on science literacy in multilingual classrooms –multidisciplinary explorations

DEFF Research Database (Denmark)

Hajer, Maaike; Nielsen, Birgitte Lund; Tytler, Russell

using Clarke & Hollingworth (2002) (referred to as C&H) model for analyzing teacher development as connections between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain...... that requires multidisciplinary cooperation. The Swedish Science and Literacy Teaching (SALT)project focuses on the questions How do science teachers address literacy skills in classes with secondary students in a multilingual classroom? and How can an explicit focus on literacy development become an integrated...... part of science teachers’ practice and thinking? The multidisciplinary team includes expertise in applied linguistics (text analysis, second language teaching), science pedagogy and teacher professional development. Having gathered the SALT data, the challenge in this phase is in the analysis. How can...

Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

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Mawyer, Kirsten Kamaile Noelani

Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

Analysis on the science literacy ability of vocational school physics teacher using NOSLiT indicators

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Rahayu, P. P.; Masykuri, M.; Soeparmi

2018-04-01

Professional Physics teacher must be able to manage science learning process by associating science itself with the daily life. At first the teacher must have competency in the ability of science literacy. The target of this research is vocational school Physics teachers for the purpose to describe their ability on science literacy. This research is a survey research using test method. The test instrument is The NOSLiT by Wenning.Research results are: 1) Scientific Nomenclature : 38.46 %, 2) Basic experimental and observational abilities : 38.46 %, 3) Rules of scientific evidence : 0%, 4) Postulate science: 15.38%, 5) scientific disposition: 7. 69%.Conclusion: The result of each indicator shows that the ability of science literacy of vocational school Physics teachers has not met the expectations yet. It’s can be used as the reflection for education experts to improve their science literacy ability so that can be applied to the learning process that directly or indirectly will have an impact on improving the students’ science literacy.

Science education as a pathway to teaching language literacy: a critical book review

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Tolbert, Sara

2011-03-01

In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction— all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that `ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of `humanizing and democratizing' science education in K-12 classrooms.

Implementation literacy strategies on health technology theme Learning to enhance Indonesian Junior High School Student's Physics Literacy

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Feranie, Selly; Efendi, Ridwan; Karim, Saeful; Sasmita, Dedi

2016-08-01

The PISA results for Indonesian Students are lowest among Asian countries in the past two successive results. Therefore various Innovations in science learning process and its effectiveness enhancing student's science literacy is needed to enrich middle school science teachers. Literacy strategies have been implemented on health technologies theme learning to enhance Indonesian Junior high school Student's Physics literacy in three different health technologies e.g. Lasik surgery that associated with application of Light and Optics concepts, Ultra Sonographer (USG) associated with application of Sound wave concepts and Work out with stationary bike and walking associated with application of motion concepts. Science learning process involves at least teacher instruction, student learning and a science curriculum. We design two main part of literacy strategies in each theme based learning. First part is Integrated Reading Writing Task (IRWT) is given to the students before learning process, the second part is scientific investigation learning process design packed in Problem Based Learning. The first part is to enhance student's science knowledge and reading comprehension and the second part is to enhance student's science competencies. We design a transformation from complexity of physics language to Middle school physics language and from an expensive and complex science investigation to a local material and simply hands on activities. In this paper, we provide briefly how literacy strategies proposed by previous works is redesigned and applied in classroom science learning. Data were analysed using t- test. The increasing value of mean scores in each learning design (with a significance level of p = 0.01) shows that the implementation of this literacy strategy revealed a significant increase in students’ physics literacy achievement. Addition analysis of Avarage normalized gain show that each learning design is in medium-g courses effectiveness category

Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study

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Drew, Sally Valentino; Thomas, Jeffrey

2018-01-01

Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…

Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

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Young, Victoria Jewel

2017-01-01

Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…

Science education and literacy: imperatives for the developed and developing world.

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Webb, Paul

2010-04-23

This article explores current language-based research aimed at promoting scientific literacy and examines issues of language use in schools, particularly where science teaching and learning take place in teachers' and learners' second language. Literature supporting the premise that promoting reading, writing, and talking while "doing science" plays a vital role in effective teaching and learning of the subject is highlighted. A wide range of studies suggest that, whether in homogenous or language-diverse settings, science educators can make a significant contribution to both understanding science and promoting literacy.

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

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Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

Students' attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences.

Science.gov (United States)

Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh; Kahouei, Mehdi

2018-01-01

Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Mean scores of the participants' attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects' demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy.

Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

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Gough, Noel

2017-12-01

In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

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Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

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Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

2017-11-01

Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

Editorial: Challenges of Social Science Literacy

Directory of Open Access Journals (Sweden)

Birgit Weber

2010-12-01

Full Text Available Since international tests compare the performance of students in different subjects, the issue of literacy in the social science subject is becoming more pressing. The successes and failures in international tests influence the national education policies considerably. First, the inclusion of subjects in international comparisons has consequences for their importance. Second, the race in the Olympics of education leads to an increasing focus on the output of educational processes, also measured in the central exams. Social Sciences can refuse to take part in the national comparison studies with the price of losing much more importance; they can participate with the danger of undermining their goals. This raises a lot of questions: What competences students need in this social world to reason about it und to act responsibly? What is the foundation of concepts from social science students need for guidance and understanding their place and role as an individual in society? The social science disciplines, as sociology, political science and economics in a narrow sense, history, law and geography in a broader sense, supported by philosophy, pedagogy and psychology are able to select them for educational purposes or determine such educational aims. This Journal wants to resume und discuss competences and core con¬cepts for political and economic teaching and learning as Social Science Literacy”. Contributions in this issue do not only discuss and recommend competences and core concepts from a domain specific political or economic point of view, but also from an interdisciplinary or psychological point of view. They analyse preconditions and interdependencies as well as obstacles und problems of development and diagnosis core concepts and competences of Social Science Literacy.

The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

Science.gov (United States)

Renfrow, S.; Wood, E. L.

2011-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

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Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

2014-08-01

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

Links in the Chain: Bringing Together Literacy and Science

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Taylor, Neil; Hansford, Diane; Rizk, Nadya; Taylor, Subhashni

2017-01-01

In Australia, the Federal Government and the Australian Academy of Science have developed a programme entitled "Primary Connections" (primaryconnections.org. au), aimed at supporting the teaching of science in the primary sector. The programme makes strong and explicit links between science and literacy through the use of word walls,…

Science and ecological literacy in undergraduate field studies education

Science.gov (United States)

Mapp, Kim J.

There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

Science Literacy and Prior Knowledge of Astronomy MOOC Students

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Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

Science literacy in Nigeria: Veritable tool for development by the year 2020

Directory of Open Access Journals (Sweden)

Folashade Afolabi

2014-08-01

Full Text Available The world has changed in such a way that science has become necessary for everyone not just a privileged few. In developing countries like Nigeria, the Federal government of Nigeria seems to have realised these by making frantic efforts over the years to make science literacy compulsory and relevant to all his citizenry. This paper examined the effects of two instructional strategies on the cognitive achievement of villagers in science literacy curriculum. It also looked at the effect of gender on cognitive achievement in science literacy curriculum. Fifty-seven (57 villagers participated in the study. A random sampling technique was used to select the participants from six (6 villages in Baruteen local government area of Kwara state. The research design adopted for the study was quasi- experimental design. Science Literacy Achievement Test (SLAT which was designed by the researcher has reliability coefficient of 0.75 using Kuder-Richardson-21. T-test was used to analyse the data collected. The results showed that villagers taught with entertainment strategy performed significantly better than those taught using expository strategy. In the same vein, male villagers performed significantly better than their female counterparts. Discussions were stated according to results, and recommendations were given.

Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

Science.gov (United States)

Larrinaga McGee, Patria Maria

Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science

The Contribution of Trade Books to Early Science Literacy: In and out of School

Science.gov (United States)

Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

2009-01-01

Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…

Students’ attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences

Science.gov (United States)

Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh

2018-01-01

Background and aim Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. Methods This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Results Mean scores of the participants’ attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects’ demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy. PMID:29588815

The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum

Science.gov (United States)

Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.

2018-04-01

This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.

International note: what factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination.

Science.gov (United States)

Areepattamannil, Shaljan

2014-06-01

A sample of 15-year-olds in India took part in the Program for International Student Assessment (PISA) for the first time in 2010. The PISA reading, mathematics, and science literacy scores of Indian adolescents were considerably lower than their counterparts in most PISA participating countries. In order to explore potential reasons for this, the present study, therefore, drawing on data from the fourth cycle of PISA and employing multilevel modeling, examined the relations of student- and school-level factors to reading, mathematics, and science literacy among 4826 15-year-old students from 213 schools in India. Gender, metacognitive learning strategies, students' positive attitudes toward school, and students' positive perceptions of classroom climate were found to be significantly associated with Indian adolescents' performance on the PISA assessment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

Science.gov (United States)

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

OpenAIRE

Talitha Rosa Matlin; Tricia Lantzy

2017-01-01

Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an ide...

Specifying a Curriculum for Biopolitical Critical Literacy in Science Teacher Education: Exploring Roles for Science Fiction

Science.gov (United States)

Gough, Noel

2017-01-01

In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of "biopolitics." I consider how such a biopolitically inflected critical literacy might find expression in…

Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

Science.gov (United States)

Ginosar, Avshalom; Tal, Tali

2017-11-01

This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers' choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers' media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers' choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers' identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.

Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

Science.gov (United States)

Vieira, Rui Marques; Tenreiro-Vieira, Celina

2016-01-01

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning…

A Reconstructed Vision of Environmental Science Literacy: The Case of Qatar

Science.gov (United States)

Khishfe, Rola

2014-01-01

The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and…

Health literacy is associated with healthy eating index scores and sugar-sweetened beverage intake: findings from the rural lower Mississippi delta

Science.gov (United States)

Although health literacy has been a public health priority area for more than a decade, the relationship between health literacy and dietary quality has not been thoroughly explored. This study, evaluates health literacy skills in relation to Healthy Eating Index (HEI) scores and sugar-sweetened bev...

Life Science Literacy of an Undergraduate Population

Science.gov (United States)

Medina, Stephanie R.; Ortlieb, Evan; Metoyer, Sandra

2014-01-01

Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors…

Statistical Literacy in the Data Science Workplace

Science.gov (United States)

Grant, Robert

2017-01-01

Statistical literacy, the ability to understand and make use of statistical information including methods, has particular relevance in the age of data science, when complex analyses are undertaken by teams from diverse backgrounds. Not only is it essential to communicate to the consumers of information but also within the team. Writing from the…

Critical Science Literacy: What Citizens and Journalists Need to Know to Make Sense of Science

Science.gov (United States)

Priest, Susanna

2013-01-01

Increasing public knowledge of science is a widely recognized goal, but what that knowledge might consist of is rarely unpacked. Existing measures of science literacy tend to focus on textbook knowledge of science. Yet constructing a meaningful list of facts, even facts in application, is not only difficult but less than satisfying as an indicator…

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

Directory of Open Access Journals (Sweden)

J.P. Schoeman

2009-05-01

Full Text Available In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Individuals with greater science literacy and education have more polarized beliefs on controversial science topics.

Science.gov (United States)

Drummond, Caitlin; Fischhoff, Baruch

2017-09-05

Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization.

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

Science.gov (United States)

Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

New Literacy Implementation: The Impact of Professional Development on Middle School Student Science Learning

Science.gov (United States)

Hsu, Hui-Yin; Wang, Shaing-Kwei; Coster, Daniel

2017-01-01

With advancing technology, "literacy" evolves to include new forms of literacy made possible by digital technologies. "New literacy" refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy…

Science Literacy: How do High School Students Solve PISA Test Items?

Science.gov (United States)

Wati, F.; Sinaga, P.; Priyandoko, D.

2017-09-01

The Programme for International Students Assessment (PISA) does assess students’ science literacy in a real-life contexts and wide variety of situation. Therefore, the results do not provide adequate information for the teacher to excavate students’ science literacy because the range of materials taught at schools depends on the curriculum used. This study aims to investigate the way how junior high school students in Indonesia solve PISA test items. Data was collected by using PISA test items in greenhouse unit employed to 36 students of 9th grade. Students’ answer was analyzed qualitatively for each item based on competence tested in the problem. The way how students answer the problem exhibits their ability in particular competence which is influenced by a number of factors. Those are students’ unfamiliarity with test construction, low performance on reading, low in connecting available information and question, and limitation on expressing their ideas effectively and easy-read. As the effort, selected PISA test items can be used in accordance teaching topic taught to familiarize students with science literacy.

The Amount of Media and Information Literacy Among Isfahan University of Medical Sciences' Students Using Iranian Media and Information Literacy Questionnaire (IMILQ).

Science.gov (United States)

Ashrafi-Rizi, Hasan; Ramezani, Amir; Koupaei, Hamed Aghajani; Kazempour, Zahra

2014-12-01

Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Isfahan University of Medical Sciences' students using Iranian Media and Information Literacy Questionnaire (IMILQ). This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists' viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach's alpha (r=0.89) respectively. Statistical population consisted of all students in Isfahan University of Medical Sciences (6000 cases) and the samples were 361. Sampling method was random stratified sampling. Data were analyzed by descriptive and inferential statistics. The findings showed that the mean level of Media and Information Literacy among Isfahan University of Medical Sciences' students was 3.34±0.444 (higher than average). The highest mean was promotion of scientific degree with 3.84±0.975 and the lowest mean was difficulties in starting research with 2.50±1.08. There was significant difference between educational degree, college type and family's income and amount of Media and Information Literacy. The results showed that the students didn't have enough skills in starting the research, defining the research subject as well as confining the research subject. In general, all students and education practitioners should pay special attention to factors affecting in improving Media and Information Literacy as a main capability in using printed and electronic media.

MiTEP's Collaborative Field Course Design Process Based on Earth Science Literacy Principles

Science.gov (United States)

Engelmann, C. A.; Rose, W. I.; Huntoon, J. E.; Klawiter, M. F.; Hungwe, K.

2010-12-01

Michigan Technological University has developed a collaborative process for designing summer field courses for teachers as part of their National Science Foundation funded Math Science Partnership program, called the Michigan Teacher Excellence Program (MiTEP). This design process was implemented and then piloted during two two-week courses: Earth Science Institute I (ESI I) and Earth Science Institute II (ESI II). Participants consisted of a small group of Michigan urban science teachers who are members of the MiTEP program. The Earth Science Literacy Principles (ESLP) served as the framework for course design in conjunction with input from participating MiTEP teachers as well as research done on common teacher and student misconceptions in Earth Science. Research on the Earth Science misconception component, aligned to the ESLP, is more fully addressed in GSA Abstracts with Programs Vol. 42, No. 5. “Recognizing Earth Science Misconceptions and Reconstructing Knowledge through Conceptual-Change-Teaching”. The ESLP were released to the public in January 2009 by the Earth Science Literacy Organizing Committee and can be found at http://www.earthscienceliteracy.org/index.html. Each day of the first nine days of both Institutes was focused on one of the nine ESLP Big Ideas; the tenth day emphasized integration of concepts across all of the ESLP Big Ideas. Throughout each day, Michigan Tech graduate student facilitators and professors from Michigan Tech and Grand Valley State University consistantly focused teaching and learning on the day's Big Idea. Many Earth Science experts from Michigan Tech and Grand Valley State University joined the MiTEP teachers in the field or on campus, giving presentations on the latest research in their area that was related to that Big Idea. Field sites were chosen for their unique geological features as well as for the “sense of place” each site provided. Preliminary research findings indicate that this collaborative design

First-Grade Spelling Scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

Science.gov (United States)

Munger, Kristen A.; Murray, Maria S.

2017-01-01

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…

Scientific literacy of adult participants in an online citizen science project

Science.gov (United States)

Price, Charles Aaron

Citizen Science projects offer opportunities for non-scientists to take part in scientific research. Scientific results from these projects have been well documented. However, there is limited research about how these projects affect their volunteer participants. In this study, I investigate how participation in an online, collaborative astronomical citizen science project can be associated with the scientific literacy of its participants. Scientific literacy is measured through three elements: attitude towards science, belief in the nature of science and competencies associated with learning science. The first two elements are measured through a pre-test given to 1,385 participants when they join the project and a post-test given six months later to 125 participants. Attitude towards science was measured using nine Likert-items custom designed for this project and beliefs in the nature of science were measured using a modified version of the Nature of Science Knowledge scale. Responses were analyzed using the Rasch Rating Scale Model. Competencies are measured through analysis of discourse occurring in online asynchronous discussion forums using the Community of Inquiry framework, which describes three types of presence in the online forums: cognitive, social and teaching. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes about science in the news (positive) and scientific self efficacy (negative), p impact on some aspects of scientific literacy. Using the Rasch Model allowed us to uncover effects that may have otherwise been hidden. Future projects may want to include social interactivity between participants and also make participants specifically aware of how they are contributing to the entire scientific process.

Improving science literacy and education through space life sciences

Science.gov (United States)

MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

2001-01-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

Investigating the relationship between information literacy and academic performance among students.

Science.gov (United States)

Soleymani, Mohammad Reza

2014-01-01

Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students' information literacy. We also found out that there was a significant positive relationship between information literacy and students' academic performance in Isfahan University of Medical Sciences. Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students' academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their academic performance.

Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

Science.gov (United States)

Bybee, Rodger; McCrae, Barry

2011-01-01

International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development (OECD) and conducted by the Australian Council for Educational Research (ACER). Compared to the school curriculum orientation of Trends in International Math and Science Study (TIMSS), PISA provides a perspective that emphasises the application of knowledge to science and technology-related life situations. The orientation of PISA includes both knowledge and attitudes as these contribute to students' competencies that are central to scientific literacy. In addition to students' knowledge and competencies, the 2006 PISA survey gathered data on students' interest in science, support for scientific enquiry, and responsibility towards resources and environments. The survey used both a non-contextualised student questionnaire and contextualised questions. The latter is an innovative approach which embedded attitudinal questions at the conclusion of about two-thirds of the test units. The results presented in this article make connections between students' attitudes and interests in science and scientific literacy.

Individuals with greater science literacy and education have more polarized beliefs on controversial science topics

Science.gov (United States)

2017-01-01

Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization. PMID:28827344

Utilizing Multi-Modal Literacies in Middle Grades Science

Science.gov (United States)

Saurino, Dan; Ogletree, Tamra; Saurino, Penelope

2010-01-01

The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve…

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

Science.gov (United States)

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

Data Literacy is Statistical Literacy

Science.gov (United States)

Gould, Robert

2017-01-01

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early.

Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Directory of Open Access Journals (Sweden)

Cynthia Tomovic

2017-04-01

Full Text Available Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow's workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy, science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy.

GLOBE Observer and the Association of Science & Technology Centers: Leveraging Citizen Science and Partnerships for an International Science Experiment to Build Climate Literacy

Science.gov (United States)

Riebeek Kohl, H.; Chambers, L. H.; Murphy, T.

2016-12-01

For more that 20 years, the Global Learning and Observations to Benefit the Environment (GLOBE) Program has sought to increase environment literacy in students by involving them in the process of data collection and scientific research. In 2016, the program expanded to accept observations from citizen scientists of all ages through a relatively simple app. Called GLOBE Observer, the new program aims to help participants feel connected to a global community focused on advancing the scientific understanding of Earth system science while building climate literacy among participants and increasing valuable environmental data points to expand both student and scientific research. In October 2016, GLOBE Observer partnered with the Association of Science & Technology Centers (ASTC) in an international science experiment in which museums and patrons around the world collected cloud observations through GLOBE Observer to create a global cloud map in support of NASA satellite science. The experiment was an element of the International Science Center and Science Museum Day, an event planned in partnership with UNESCO and ASTC. Museums and science centers provided the climate context for the observations, while GLOBE Observer offered a uniform experience and a digital platform to build a connected global community. This talk will introduce GLOBE Observer and will present the results of the experiment, including evaluation feedback on gains in climate literacy through the event.

African American eighth-grade female students' perceptions and experiences as learners of science literacy

Science.gov (United States)

Crim, Sharan R.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

A Diagnosis of the Levels of Information Literacy Competency among Social Sciences Undergraduates

Science.gov (United States)

Pinto, María; Fernández-Pascual, Rosaura

2017-01-01

Restricted to five Spanish public universities, this paper examines knowledge about information literacy competencies--that is, the objective dimension--among a population of social sciences students, as well as two subjective dimensions: students' belief in the importance of information literacy, hereafter called "belief-in-importance",…

How adult students in Information Studies use a scoring rubric for the development of their information literacy skills

NARCIS (Netherlands)

A.A.J. (Jos) van Helvoort

2012-01-01

The purpose of this article is to expand on a previous study on the development of a scoring rubric for information literacy1. The present paper examines how students at the Department of Information Services and Information Management, The Hague University, use the scoring rubric for their school

The effects of early childhood education on literacy scores using data from a new Brazilian assessment tool

Directory of Open Access Journals (Sweden)

Fabiana de Felício

2012-03-01

Full Text Available The aim of this study was to identify the effects of early childhood education (ECE on literacy scores of 2nd grade students in elementary school. To do that, the Provinha Brasil was administered in Sertãozinho-SP, in conjunction with a socioeconomic questionnaire. Despite external validity problems, the evaluation of the effects of ECE in one municipality is advantageous, as we can estimate the effects of one kind of treatment. Other studies ignore this fact. Often, they estimate an average effect of various treatments effects (not just one, as they use data from different municipalities where ECE programs have different levels of quality. The OLS and Propensity Score Matching results show that students who started school at the ages of 5, 4, and 3 years had literacy scores between 12.22 and 19.54 points higher than those who began school at the age of 6 years or later.

Constructing and Reading Visual Information: Visual Literacy for Library and Information Science Education

Science.gov (United States)

Ma, Yan

2015-01-01

This article examines visual literacy education and research for library and information science profession to educate the information professionals who will be able to execute and implement the ACRL (Association of College and Research Libraries) Visual Literacy Competency Standards successfully. It is a continuing call for inclusion of visual…

Popularity and Relevance of Science Education and Scientific Literacy

DEFF Research Database (Denmark)

Graeber, Wolfgang; Blonder, Ron; Bolte, Claus

2008-01-01

A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students...... of a range of personal and social skills (including cognitive skills associated with investigatory scientific problem solving and socio-scientific decision making) and clarify the relevancy of science education for the 21st century. This symposium will introduce and discuss the project PARSEL ideas within...

What can we learn from PISA?: Investigating PISA's approach to scientific literacy

Science.gov (United States)

Schwab, Cheryl Jean

This dissertation is an investigation of the relationship between the multidimensional conception of scientific literacy and its assessment. The Programme for International Student Assessment (PISA), developed under the auspices of the Organization for Economic Cooperation and Development (OECD), offers a unique opportunity to evaluate the assessment of scientific literacy. PISA developed a continuum of performance for scientific literacy across three competencies (i.e., process, content, and situation). Foundational to the interpretation of PISA science assessment is PISA's definition of scientific literacy, which I argue incorporates three themes drawn from history: (a) scientific way of thinking, (b) everyday relevance of science, and (c) scientific literacy for all students. Three coordinated studies were conducted to investigate the validity of PISA science assessment and offer insight into the development of items to assess scientific 2 literacy. Multidimensional models of the internal structure of the PISA 2003 science items were found not to reflect the complex character of PISA's definition of scientific literacy. Although the multidimensional models across the three competencies significantly decreased the G2 statistic from the unidimensional model, high correlations between the dimensions suggest that the dimensions are similar. A cognitive analysis of student verbal responses to PISA science items revealed that students were using competencies of scientific literacy, but the competencies were not elicited by the PISA science items at the depth required by PISA's definition of scientific literacy. Although student responses contained only knowledge of scientific facts and simple scientific concepts, students were using more complex skills to interpret and communicate their responses. Finally the investigation of different scoring approaches and item response models illustrated different ways to interpret student responses to assessment items. These

Relationship between Teacher Candidates’ Literacy of Science and Information Technology

OpenAIRE

Orhan Karamustafaoğlu; Recep Çakır; Mert Kaya

2013-01-01

This study aims to determine the science teacher candidates’ literacy levels of science and information technology and intends to find out the relationship between them. In the study, correlational research methodology was used in the scope of correlational screening model. Research sample consists of totally 264 teacher candidates who are in their 3rd and 4th years and studying at the Department of Science and Technology Education in Amasya University. As the data collection instruments, the...

The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

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Choirunnisak; Ibrahim, M.; Yuliani

2018-01-01

The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

Scientific literacy: Role of natural history studies in constructing understanding of the nature of science

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Lutz, Martha Victoria Rosett

2002-01-01

Scientific literacy is a central goal of science education. One purpose of this investigation was to reevaluate the definition of 'scientific literacy.' Another purpose was to develop and implement new curriculum involving natural history experiments with insects, with the goal of allowing students opportunities to construct an understanding of the nature of science, a crucial aspect of scientific literacy. This investigation was a qualitative case study. Methods of data collection included direct observations, analysis of sketches and written products created by students and class-room teachers, and analysis of audio tapes. Major findings include: (1) Scientific literacy is generally defined by lists of factual information which students are expected to master. When asked to evaluate their knowledge of selected items on a list published in a science education reform curriculum guide, 15 practicing scientists reported lack of familiarity or comprehension with many items, with the exception of items within their areas of specialization. (2) Genuine natural history experiments using insects can be incorporated into the existing school schedule and need not require any increase in the budget for science materials. (3) Students as young as first through third grade can learn the manual techniques and conceptual skills necessary for designing and conducting original natural history experiments, including manipulating the insects, making accurate sketches, developing test able hypotheses, recording data, and drawing conclusions from their data. Students were generally enthusiastic both about working with live insects and also conducting genuine science experiments. (4) Girls appear both positive and engaged with natural history activities and may be more likely than boys to follow through on designing, conducting, and reporting on independent experiments. The results imply that a valid definition of scientific literacy should be based on the ability to acquire scientific

Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

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George, Linda A.; Brenner, Johanna

2010-01-01

The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…

Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums

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Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana

2010-01-01

The purpose of this paper is to bring together research on learning and teaching in science – especially for scientific literacy and citizenship – with new insights into museum didactics in order to inform innovative ways of creating museum exhibits and visits and develop new ways of linking formal...... and informal learning environments. Knowledge from different domains that have evolved substantially over the past few decades is brought together with the intention of setting up some relatively concrete guidelines for arranging visits to science museums. First we examine new understandings of science...... learning in relation to the questions of why young people should learn science and what kind of science they should learn. We touch upon issues of scientific literacy and citizenship, dialogical processes, the nature of science, and inquiry-based teaching among others. Secondly, we relate our reflections...

The Information Book Genre: Its Role in Integrated Science Literacy Research and Practice

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Pappas, Christine C.

2006-01-01

There has been a call for approaches that connect science learning with literacy, yet the use of, and research on, children's literature information books in science instruction has been quite limited. Because the discipline of science involves distinctive generic linguistic registers, what information books should be integrated in science…

A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment

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Noseworthy, Mark Joseph

2011-12-01

This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

Social Science Boot Camp: Development and Assessment of a Foundational Course on Academic Literacy in the Social Sciences

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Eaton, Judy; Long, Jennifer; Morris, David

2018-01-01

We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…

It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags

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Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina

2013-01-01

Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…

The Value of Civic Science Literacy (Invited)

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Kahan, D.

2013-12-01

The persistence of public conflict over climate change is commonly understood to be evidence of the cost borne by our democracy by the failure of citizens to recognize the best available decision-relevant science. This conclusion is true; what's not is the usual understanding of cause and effect that accompanies this perspective. Ordinarily, the inability of citizens to comprehend decision-relevant science is identified as the source of persistent political conflict over climate change (along myriad other issues that feature disputed facts that admit of scientific investigation). The truth, however, is it is the persistence of public conflict that disables citizens from recognizing and making effective use of decision-relevant science. As a result, efforts to promote civic science literacy can't be expected to dissipate such conflict. Instead, the root, cultural and psychological sources of such conflict must themselves be extinguished (with the use of tools and strategies themselves identified through valid scientific inquiry) so our democracy can realize the value of educators' considerable skills in making citizens science literate.

Quantitative Literacy at Michigan State University, 2: Connection to Financial Literacy

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Dennis Gilliland

2011-07-01

Full Text Available The lack of capability of making financial decisions has been recently described for the adult United States population. A concerted effort to increase awareness of this crisis, to improve education in quantitative and financial literacy, and to simplify financial decision-making processes is critical to the solution. This paper describes a study that was undertaken to explore the relationship between quantitative literacy and financial literacy for entering college freshmen. In summer 2010, incoming freshmen to Michigan State University were assessed. Well-tested financial literacy items and validated quantitative literacy assessment instruments were administered to 531 subjects. Logistic regression models were used to assess the relationship between level of financial literacy and independent variables including quantitative literacy score, ACT mathematics score, and demographic variables including gender. The study establishes a strong positive association between quantitative literacy and financial literacy on top of the effects of the other independent variables. Adding one percent to the performance on a quantitative literacy assessment changes the odds for being at the highest level of financial literacy by a factor estimated to be 1.05. Gender is found to have a large, statistically significant effect as well with being female changing the odds by a factor estimated to be 0.49.

The Effectiveness of Data Science as a Means to Achieve Proficiency in Scientific Literacy

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Ceccucci, Wendy; Tamarkin, Dawn; Jones, Kiku

2015-01-01

Data Science courses are becoming more prevalent in recent years. Increasingly more universities are offering individual courses and majors in the field of Data Science. This study evaluates data science education as a means to become proficient in scientific literacy. The results demonstrate how the educational goals of a Data Science course meet…

Information Literacy among Educational Academic Members of Zabol University of Medical Sciences, Zabol, Iran

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Batul Keykha

2012-12-01

Full Text Available Introduction: Development of information literacy is considered a required factor for instructors of higher education system due to its impact on educational and research activities, and performance of educational academic members is a main factor that affects the output of system. The aim of this study was to report and compare the information literacy among the academic members of departments of clinical and basic biomedical sciences in 2011. Methods: A cross-sectional survey was performed using a valid and reliable questionnaire distributed among 48 full-time equivalent academic members of Zabol University of Medical Sciences in both clinical (19 members and basic biomedical departments (29 members. Data were analyzed using Fisher, Mann-Whitney and Chi-square statistics in SPSS 17. Results: Information literacy of the members was at an average level at both knowledge and attitude levels but it was low at the practice. There was a significant difference between two groups in terms of awareness about information resources; however, the difference was not significant for the utilization of information resources. Conclusion: Members of department of basic biomedical sciences were more aware than those of clinical department about the information resources but such awareness has not resulted in more use of resources in the educational and research activities. Despite positive attitude of all members towards the application of electronic information resources in both educational and research activities, their awareness of information literacy skills and practicing were not satisfying in educational and research sections. As a final point, Information literacy is hence suggested as a part of continuing medical education courses.

The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

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Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal

Effectiveness of integrated science instructional material on pressure in daily life theme to improve digital age literacy of students

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Asrizal; Amran, A.; Ananda, A.; Festiyed; Khairani, S.

2018-04-01

Integrated science learning and literacy skills are relevant issues in Indonesian’s education. However, the use of the integrated science learning and the integration of literacy in learning cannot be implemented well. An alternative solution of this problem is to develop integrated science instructional material on pressure in daily life theme by integrating digital age literacy. Purpose of research is to investigate the effectiveness of the use of integrated science instructional material on pressure in daily life theme to improve knowledge competence, attitudes competence and literacy skills of students. This research was a part of development research which has been conducted. In the product testing stage of this research and development was used before and after design of treatment for one sample group. Instruments to collect the data consist of learning outcomes test sheet, attitude observation sheet, and performance assessment sheet of students. Data analysis techniques include descriptive statistics analysis, normality test, homogeneity test, and paired comparison test. Therefore, the important result of research is the use of integrated science instructional material on pressure in daily life theme is effective in scientific approach to improve knowledge competence, attitudes competence, and digital age literacy skills of grade VIII students at 95% confidence level.

Writing poetry through the eyes of science a teacher's guide to scientific literacy and poetic response

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Gorrell, Nancy

2012-01-01

Writing Poetry Through the Eyes of Science: A Teacher's Guide to Scientific Literacy and Poetic Response presents a unique and effective interdisciplinary approach to teaching science poems and science poetry writing in secondary English and science classrooms.

An Investigation of Literacy Practices in High School Science Classrooms

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Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.

2017-01-01

This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions…

Educator Perspectives on Earth System Science Literacy: Challenges and Priorities

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LaDue, Nicole; Clark, Scott K.

2012-01-01

The challenges and priorities of defining and achieving Earth System Science (ESS) literacy are examined through surveys of geoscience educators attending a professional geological meeting. Two surveys with Likert-style and free-response questions were distributed to geoscientists and K-12 teachers to elicit what instructors think are important…

Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

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Morrow, Cherilynn A.

1993-01-01

The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

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Marks, Jamar Terry

2017-01-01

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

A phenomenological study on the impacts of embedding disciplinary literacy during science instruction on elementary teachers' metacognition of instructional techniques

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Weiss, Kelley

The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers utilized schema theory and social cognitive theory to integrate the two strategies into their science lessons throughout the study. This phenomenological study collected data during a six-week implementation period through interviews, observations, teacher journals and collection of artifacts from 12 teachers who taught students in grades one through five and three literacy specialists in a rural central Maine school. These data sources were analyzed using Moustakas' (1994) seven steps to discover themes that were identified from the data. Findings from this study, as viewed through the pragmatic lens, suggested that teachers benefit from systematic reflection of their teaching to develop literacy rich content area lessons that address all of the students' learning needs.

Integrating information literacy in health sciences curricula: a case study from Québec.

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Clairoux, Natalie; Desbiens, Sylvie; Clar, Monique; Dupont, Patrice; St-Jean, Monique

2013-09-01

To portray an information literacy programme demonstrating a high level of integration in health sciences curricula and a teaching orientation aiming towards the development of lifelong learning skills. The setting is a French-speaking North American university. The offering includes standard workshops such as MEDLINE searching and specialised sessions such as pharmaceutical patents searching. A contribution to an international teaching collaboration in Haiti where workshops had to be thoroughly adapted to the clientele is also presented. Online guides addressing information literacy topics complement the programme. A small team of librarians and technicians taught 276 hours of library instruction (LI) during the 2011-2012 academic year. Methods used for evaluating information skills include scoring features of literature searches and user satisfaction surveys. Privileged contacts between librarians and faculty resulting from embedded LI as well as from active participation in library committees result in a growing reputation of library services across academic departments and bring forth collaboration opportunities. Sustainability and evolution of the LI programme is warranted by frequent communication with partners in the clinical field, active involvement in academic networks and health library associations, and reflective professional strategies. © 2013 The authors. Health Information and Libraries Journal © 2013 Health Libraries Group.

Comparison of views of the nature of science between natural science and nonscience majors.

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Miller, Marie C Desaulniers; Montplaisir, Lisa M; Offerdahl, Erika G; Cheng, Fu-Chih; Ketterling, Gerald L

2010-01-01

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles

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Liu, Ou Lydia; Brew, Chris; Blackmore, John; Gerard, Libby; Madhok, Jacquie; Linn, Marcia C.

2014-01-01

Content-based automated scoring has been applied in a variety of science domains. However, many prior applications involved simplified scoring rubrics without considering rubrics representing multiple levels of understanding. This study tested a concept-based scoring tool for content-based scoring, c-rater™, for four science items with rubrics…

Pre-Service Elementary Teachers' Scientific Literacy and Self-Efficacy in Teaching Science

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Al Sultan, Adam; Henson, Harvey, Jr.; Fadde, Peter J.

2018-01-01

Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies…

Determining Effect of Digital And Media Activities On Media And Science Literacy Of Middle-School Students And Parents

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Bilge CAN

2018-01-01

Full Text Available This research aims determining effect of digital and media activities on media and science literacy of middle-school students and parents and identifying the relationship between them. Quasi- experimental model has been used by which pretest-posttest studies have been held on one group by using quantitative data during research. The sample of the research consists of 60 students and 119 parents who attend a school in the province of Bursa in the academic year of 2013-2014. According to data analysis obtained in the research, there is a significant relation between pretests and posttests about scientific literacy of middle-school students and parents relating to Digital and Media Activities. There is a relation between media and scientific literacy of students and mothers as parents. There is a difference between the applied PISA and TIMSS exams and the students' science literacy. In the light of these results, some suggestion has been offered with regard to focusing on the importance of 21st century skills and literacy, developing scientific and media literacy level and obtaining more comprehensive results.

Norming a VALUE rubric to assess graduate information literacy skills.

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Turbow, David J; Evener, Julie

2016-07-01

The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the "Information Literacy for Evidence-Based Practice" course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: "Determine the extent of evidence needed," "Use evidence effectively to accomplish a specific purpose," and "Access the needed evidence." Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=-0.16, p>0.05-kappa=0.12, p>0.05). While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for

Doing peer review and receiving feedback: impact on scientific literacy and writing skills.

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Geithner, Christina A; Pollastro, Alexandria N

2016-03-01

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. Copyright © 2016 The American Physiological Society.

Integrating the Liberal Arts and Chemistry: A Series of General Chemistry Assignments to Develop Science Literacy

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Miller, Diane M.; Chengelis Czegan, Demetra A.

2016-01-01

This paper describes assignments that have been implemented in a General Chemistry I course to promote science literacy. This course was chosen in particular because it reaches a broad audience, which includes nonscience majors. The assignment series begins with several discussions and tasks to develop information literacy, in which students find…

Possible reasons for low scientific literacy of Slovak students in some natural science subjects

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Bellová, Renata; Melicherčíková, Danica; Tomčík, Peter

2018-04-01

Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects.

Access to Science and Literacy through Inquiry and School Yard Habitats

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Cox-Petersen, Anne; Spencer, Brenda

2006-01-01

In this article, the authors describe an integrated science and literacy instructional model in which students build background knowledge by engaging in free-choice learning options during an investigation of school yard habitats. Students interact with their peers while inquiring, discussing findings, and using print resources to enhance learning.

Halal Literacy: A Concept Exploration and Measurement Validation

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Imam Salehudin

2010-06-01

Full Text Available Muslim consumers have strict commandments which guides their consumption behavior. However, Muslim individuals may have different compliance regarding the commandments. This difference in compliance may be explained by difference in halal literacy. Halal literacy is the ability to differentiate permissible (halal and forbidden (haram goods and services which came from better understanding of Islamic laws (shariah.Thus, the purpose of this paper is to explore the concept of Halal Literacy as well as to develop and validate an instrument to measure Halal Literacy for Muslim consumers. Halal literacy was measured using two methods. One method using six items of five point Likert self evaluation scale and the other using fifteen true-false test questions with an option to choose doesn’t know. Proportion of correct and incorrect was used as weights in scoring to represent the difficulty of items. Scoring results were then analyzed with Confirmatory Factor Analysis (CFA using Weighted Least Square method to test construct validity. Scores were then used to classify cases into high, moderate and low Literacy groups.Self evaluation halal literacy and switching Intentions are compared between groups using ANOVA to determine concurrent validity. Only ten out of fifteen items are considered valid using Confirmatory Factor Analysis. ANOVA showed that grouping of high, moderate and low literacy score can distinguish differences in perceived halal literacy and switching intentions between the groups. Post hoc tests and descriptive statistics revealed interesting non linear relationship between the halal literacy scores; self evaluated halal literacy and intentions to switch from products without halal labels.

On nuclear power problem in science education in Japan. Supplementary reader, authorization and scientific literacy for citizen

International Nuclear Information System (INIS)

Ryu, Jumpei

2012-01-01

Distribution of 'supplementary reader on nuclear power: Challenge! Nuclear power world' issued in 2010 and 'supplementary reader on radiation' issued in October 2011 was shelved in June 2012 by the administrative project review with revised policy of nuclear education for nuclear power promotion reflected. Great East Japan Earthquake and Fukushima Daiichi Nuclear Power Accident brought about great effects and change on fundamental conditions of citizen's life as well as national consciousness of future society in Japan. Reconsideration of scientific education should be needed taking account how to recognize 'scientific literacy' and 'scientific communication'. This article discussed nuclear power problem related with supplementary reader and nuclear power education so as to establish science education framework for 'scientific literacy' for citizen. Preparation of nuclear power education at junior high school according to guideline of new course of study was reviewed and then 'scientific literacy' based on British science higher level student textbook for public understanding of science in society was described for reference, which suggested some problem in science education in Japan although social background was different. (T. Tanaka)

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

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Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

Process skills approach to develop primary students’ scientific literacy: A case study with low achieving students on water cycle

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Suryanti; Ibrahim, M.; Lede, N. S.

2018-01-01

The results of the Program for International Student Assessment (PISA) study on the scientific literacy of Indonesian students since the year 2000 have been still far below the international average score of 500. This could also be seen from the results of the science literacy test of 5th-grade students of primary school in Indonesia which showed that 60% of students are still at level ≤ 3 (value classroom action research using a process skills approach to the science literacy level of primary students (n = 23). This research was conducted in 2 cycles with stages of planning, implementation, observation, and reflection. Students’ ability in scientific literacy was measured by using description and subjective tests of context domains, knowledge, competencies, and attitudes. In this study, researchers found an improvement in students’ science literacy skills when learning using a process skills approach. In addition, students’ scientific attitude is also more positive. In activities for learning science, students should be challenged as often as possible so that they have more practice using their scientific knowledge and skills to solve problems presented by teachers in the classroom.

Students’ Information Literacy: A Perspective from Mathematical Literacy

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Ariyadi Wijaya

2016-01-01

Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics ...

The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

Science.gov (United States)

Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael

2009-01-01

This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional…

Information literacy progression within the Environmental science program at Linköping University

Directory of Open Access Journals (Sweden)

Kajsa Gustafsson Åman

2013-12-01

Full Text Available Since the Environmental Science program at Linköping University started 1998 the author has been liaison librarian. The program is a three-year candidate program with approximately 60 students enrolled per year. Information literacy is of vital importance for the teachers and the students. Collaboration between the liaison librarian, the teachers and the administrator is the fundament. During the years a curriculum for Information literacy has evolved. The initiative for the evolvement comes from both librarian and teachers. The program consists today of fifteen different parts with education in information literacy with a progression during the three-year program. Special concern is given to progression, learning design, learning environments and quality development. An important part is appendixes in connection to the student essay. The appendixes consist of reflections on the search of information for the essay in order to make the students more conscious about their Information Literacy processes.

Computer Literacy for Life Sciences: Helping the Digital-Era Biology Undergraduates Face Today's Research

Science.gov (United States)

Smolinski, Tomasz G.

2010-01-01

Computer literacy plays a critical role in today's life sciences research. Without the ability to use computers to efficiently manipulate and analyze large amounts of data resulting from biological experiments and simulations, many of the pressing questions in the life sciences could not be answered. Today's undergraduates, despite the ubiquity of…

PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS SETS UNTUK MENINGKATKAN SCIENTIFIC LITERACY DAN FOUNDATIONAL KNOWLEDGE

Directory of Open Access Journals (Sweden)

Indras Kurnia Setiawati

2015-10-01

Research and Development (R & D with three phases procedure. They are need assesment, development dan reasearch with noneequivalent control using the control group. A SETS-based science teaching kit covering the syllabus, lesson plans, students worksheet, and authentic assessment instruments. The results showed the feasibility of the products avowed excellent with a mean score of 4,59 out of range 0-5. All students in the experimental class have increased the value of scientific literacy and foundational knowledge with increase category of high, medium, and low. Products implementation have a positive effect on the ability of scientific literacy and foundational knowledge which showed a significant difference between the experimental and control classes with the same initial ability. Thus, SETS-based science teaching kit is proven effective to increase scientific literacy and foundational knowledge for 7th grade students in SMP Muhammadiyah 8 Wedi Klaten. Keywords: science teaching kit, SETS, scientific literacy, foundational knowledge

Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

Science.gov (United States)

Gillan, Amy Larrison

The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

Are Health Literacy and eHealth Literacy the Same or Different?

Science.gov (United States)

Monkman, Helen; Kushniruk, Andre W; Barnett, Jeff; Borycki, Elizabeth M; Greiner, Leigh E; Sheets, Debra

2017-01-01

Many researchers assume that there is a relationship between health literacy and eHealth literacy, yet it is not clear whether the literature supports this assumption. The purpose of this study was to determine if there was a relationship between health and eHealth literacy. To this end, participants' (n = 36) scores on the Newest Vital Sign (NVS, a health literacy measure) were correlated with the eHealth Literacy Scale (eHEALS, an eHealth literacy measure). This analysis revealed no relationship (r = -.041, p = .81) between the two variables. This finding suggests that eHealth Literacy and health literacy are dissimilar. Several possible explanations of the pattern of results are proposed. Currently, it does not seem prudent to use the eHEALS as the sole measure of eHealth literacy, but rather researchers should continue to complement it with a validated health literacy screening tool.

Applying an information literacy rubric to first-year health sciences student research posters.

Science.gov (United States)

Goodman, Xan; Watts, John; Arenas, Rogelio; Weigel, Rachelle; Terrell, Tony

2018-01-01

This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students' abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate the students' information literacy skills. We found that 52% of students were proficient at selecting relevant sources that directly contributed to the themes, topics, or debates presented in their final poster projects, and 64% of students did well with selecting authoritative peer-reviewed scholarly sources related to their topics. However, 45% of students showed difficulty in correctly applying American Psychological Association (APA) citation style. Our findings demonstrate a need for instructors and librarians to provide strategies for reading and comprehending scholarly articles in addition to properly using APA citation style.

Applying an information literacy rubric to first-year health sciences student research posters*

Science.gov (United States)

Goodman, Xan; Watts, John; Arenas, Rogelio; Weigel, Rachelle; Terrell, Tony

2018-01-01

Objective This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students’ abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. Methods We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate the students’ information literacy skills. Results We found that 52% of students were proficient at selecting relevant sources that directly contributed to the themes, topics, or debates presented in their final poster projects, and 64% of students did well with selecting authoritative peer-reviewed scholarly sources related to their topics. However, 45% of students showed difficulty in correctly applying American Psychological Association (APA) citation style. Conclusion Our findings demonstrate a need for instructors and librarians to provide strategies for reading and comprehending scholarly articles in addition to properly using APA citation style. PMID:29339940

Analysis According to Certain Variables of Scientific Literacy among Gifted Students That Participate in Scientific Activities at Science and Art Centers

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Kömek, Emre; Yagiz, Dursun; Kurt, Murat

2015-01-01

The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of…

Prediction of internet addiction based on information literacy among students of Iran University of Medical Sciences.

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Langarizadeh, Mostafa; Naghipour, Majid; Tabatabaei, Seyed Mohsen; Mirzaei, Abbas; Vaghar, Mohammad Eslami

2018-02-01

A considerable group of internet users consists of university users; however, despite internet benefits and capabilities, internet overuse is a threat to societies especially to young people and students. The objective of this study was to determine the predictive role of information literacy in internet addiction among students of Iran University of Medical Sciences during 2016. This analytical cross-sectional study was conducted in Iran University of Medical Sciences in 2016. Using stratified random sampling method, 365 students from different disciplines were selected. Measuring tools included the Information Literacy Questionnaire, the Yang Online Drug Addiction Scale and the General Health Questionnaire. The collected data were analyzed by Pearson product-moment correlation, independent samples t-test and multiple linear regression using SPSS version 22. According to this study, 31.2% of students had internet addiction (29.9% were mildly addicted and 1.3% had severe addiction). There was a significant and inverse relationship between higher information literacy and internet addiction (R= -0.45) and (pInformation literacy" explained 20% of the variation in the outcome variable "Internet addiction". Students play a substantial role in promoting the cultural and scientific level of knowledge in society; the higher their information literacy, the lower the level of Internet addiction, and consequently the general health of society will improve. It seems that wise planning by authorities of Iran's universities to prevent internet addiction and to increase information literacy among students is needed.

Using Deep-Sea Scientific Drilling to Enhance Ocean Science Literacy

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Passow, Michael; Cooper, Sharon; Kurtz, Nicole; Burgio, Marion; Cicconi, Alessia

2017-04-01

Beginning with confirmation of sea floor spreading in Leg 3 of the Deep Sea Drilling Project in 1968, scientific ocean drilling has provided much of the evidence supporting modern understanding of the Earth System, global climate changes, and many other important concepts. But for more than three decades, results of discoveries were published primarily in scientific journals and cruise volumes. On occasion, science journalists would write articles for the general public, but organized educational outreach efforts were rare. Starting about a decade ago, educators were included in the scientific party aboard the JOIDES Resolution. These "teachers-at-sea" developed formats to translate the technical and scientific activities into language understandable to students, teachers, and the public. Several "Schools of Rock" have enabled groups of teachers and informal science educators to experience what happens aboard the JOIDES Resolution. Over the past few years, educational outreach efforts based on scientific drilling expanded to create a large body of resources that promote Ocean Science Literacy. Partnerships between scientists and educators have produced a searchable database of inquiry-centered classroom and informal science activities. These are available for free through the JOIDES Resolution website, joidesresolution.org. Activities are aligned with the Ocean Literacy Principles (http://oceanliteracy.wp2.coexploration.org/) and Science Education Standards. In addition to a suite of lessons based on the science behind scientific drilling, participants have developed a range of educational resources that include graphic novels ("Tales of the Resolution" (http://joidesresolution.org/node/263) ; children's books ("Uncovering Earth's Secrets" and "Where the Wild Microbes Grow" http://joidesresolution.org/node/2998); posters, videos, and other materials. Cooper and Kurtz are currently overseeing improvements and revisions to the JR education website pages. The

The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

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Rusilowati, A.; Nugroho, S. E.; Susilowati, E. S. M.; Mustika, T.; Harfiyani, N.; Prabowo, H. T.

2018-03-01

The research were aimed to develop and find out of validity, reliability, characteristic of scientific literacy assessment, and find out of the profile of students’ scientific literacy skills in Energy themed. The research is conducted in 7th grade of Secondary School at Demak, Central of Java Indonesia. The research design used R&D (Research and Development). The results of the research showed that the scientific literacy assessment was valid and reliable with 0.68 value in the first try out and 0.73 value in the last try out. The characteristics of the scientific literacy assessment are the difficulty index and the discrimination power. The difficulty index and distinguishing are 56.25% easy, 31.25% medium, and 12.5% very difficult with good discrimination power. The proportion of category of scientific literacy as the body of knowledge, the science as a way of investigating, science as a way of thinking, and the interaction among science, environment, technology, and society was 37.5%:25%:18.75%:18.75%. The highest to the lowest profile of students’ scientific literacy skills at Secondary School Demak was 72% in the category of science as a way of thinking and the lowest was 59% in the category of science as the body of knowledge.

The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

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Kim, Mijung

This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in

Relationship between information literacy and creativity: a study of students at the isfahan university of medical sciences.

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Raeis, Ahmad Reza; Bahrami, Susan; Yousefi, Mitra

2013-01-01

In an era of huge volume of publications and information products, information literacy has become a very important survival tool. Information literacy is an instrument for individual empowerment that leads one to search for the truth and the desired information for decision making with independence. While creativity is the foundation of sciences and innovation, one of the main functions of universities is expanding the frontiers of knowledge and productions of scientific information. Therefore creativity is more vital and necessary for these kinds of institutions than other organizations. In this regard, this paper investigates the relationship between information literacy and creativity of students at the Isfahan University of Medical Sciences. This is a correlation-descriptive study. Statistical population was third year students of Isfahan University of Medical Sciences (1054 individuals) in 2011. Sample size was 250 individuals selected by stratified random Sampling. The instruments for data collection were two questionnaires, an investigator made questionnaire for information literacy and a creativity questionnaire. For questionnaires validity used content validity and for their reliability used Cronbach Alpha Coefficient (r1= 0.95, r2=0.85). SPSS 18 statistical software and descriptive and inferential statistics tests (Frequency distribution tab, Pearson Correlation, T test, Tukey test and ANOVA) were used to analyze data. The results indicate that mean of information literacy was higher than average and mean of creativity was lower than average. There is a significant multiple correlation between 5 dimensions of information literacy (Ability to determine extent and nature of information, effective and efficient access, critical assessment, ability of purposeful application, ability of understanding legal and economic issues) and creativity in level of (p≤ 0.05). Also mean difference of ability of purposeful application based on gender was significant in

The ACRL framework for information literacy in higher education: implications for health sciences librarianship.

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Knapp, Maureen; Brower, Stewart

2014-01-01

The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document.

Syntactic error modeling and scoring normalization in speech recognition: Error modeling and scoring normalization in the speech recognition task for adult literacy training

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Olorenshaw, Lex; Trawick, David

1991-01-01

The purpose was to develop a speech recognition system to be able to detect speech which is pronounced incorrectly, given that the text of the spoken speech is known to the recognizer. Better mechanisms are provided for using speech recognition in a literacy tutor application. Using a combination of scoring normalization techniques and cheater-mode decoding, a reasonable acceptance/rejection threshold was provided. In continuous speech, the system was tested to be able to provide above 80 pct. correct acceptance of words, while correctly rejecting over 80 pct. of incorrectly pronounced words.

Argumentation to Foster Pre-Service Science Teachers' Knowledge, Competency, and Attitude on the Domains of Chemical Literacy of Acids and Bases

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Cigdemoglu, C.; Arslan, H. O.; Cam, A.

2017-01-01

Argumentative practices have the potential to contribute to scientific literacy. However, these practices are not widely incorporated in science classrooms and so their effect on the domains of literacy is still not revealed. Therefore, this study proposes to reveal the effect of argumentation on the three domains of chemical literacy related to…

Financial Literacy and Self-Employment

OpenAIRE

Cumurovic, Aida; Hyll, Walter

2016-01-01

In this paper, we study the relationship between financial literacy and self-employment. We use established financial knowledge-based questions to measure financial literacy levels. The analysis shows a highly significant correlation between self-employment and financial literacy scores. To investigate the impact of financial literacy on being self-employed, we apply instrumental variable techniques based on information on economic education before entering the labour market and education of ...

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

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Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

General health literacy assessment of Iranian women in Mashhad.

Science.gov (United States)

Jarahi, Lida; Asadi, Reza; Hakimi, Hamid Reza

2017-11-01

In women's health, literacy determines their participation in self and family health promotion. Low health literacy is as barrier for understanding medical recommendations, disease prevention and health care. To assess women's health literacy and relative factors in Mashhad (Iran). Women referring to healthcare centers in Mashhad in 2012 and 2013, participated in this cross-sectional study by stratified sampling method. The validated Persian version of Rapid Estimate of Adult Literacy in Medicine-revised questionnaire was used. Vocabulary comprehension and reading scores of health literacy was assessed. Comparisons were done in demographic subgroups by ANOVA, Mann-Whitney U, Kruskal-Wallis, Pearson correlation coefficient, and Chi-Square tests. In total, 250 women with a mean age of 32.1±10.23 years and the mean education level of 10.58±3.67 years were studied. The mean reading score was 11.58±2.51 and the mean vocabulary comprehension score was 17.24±4.73. Participants' health literacy score had positive correlation with age and education, and significant difference in health literacy scores between occupational groups was seen. Housewives' health literacy scores were lower than others (pliteracy was a common problem amongst younger women, especially among women who had less education. These women are at risk of early marriage and child bearing and require more health care. Health care professionals should use effective methods for easier transfer recommendation, also, producing medical information booklets, texts, and videos for different community subgroups through public media or even in cyberspace with clear and common words consisting of essential information.

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

Science.gov (United States)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

Science.gov (United States)

Van Norden, Wendy M.

2013-07-01

The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solar science concepts, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions. These books are being distributed through teacher workshops and conferences, and are available free at http://sdo.gsfc.nasa.gov/epo/educators/thinkscientifically.php.

Addressing the dynamics of science in curricular reform for scientific literacy: Towards authentic science education in the case of genomics.

NARCIS (Netherlands)

Eijck, van M.W.

2010-01-01

Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

Science.gov (United States)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

Science.gov (United States)

Wilder, Phillip; Herro, Danielle

2016-01-01

This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

Students’ Information Literacy: A Perspective from Mathematical Literacy

Directory of Open Access Journals (Sweden)

Ariyadi Wijaya

2016-09-01

Full Text Available Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students’ low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA DOI: http://dx.doi.org/10.22342/jme.7.2.3532.73-82

From Metacognition to Whole Language: The Spectrum of Literacy in Elementary School Science.

Science.gov (United States)

Balajthy, Ernest

This paper considers the integration of reading and writing into elementary science teaching by way of the implications of two leading theories pertaining to literacy: metacognitive theory and whole language theory. Discussion of the implications of metacognition includes attention to the issue of helping to overcome readers' nonscientific…

IELTS as a Literacy-Based Proficiency Test

Directory of Open Access Journals (Sweden)

Sugeng Purwanto

2012-08-01

Full Text Available This is an exploratory case study aimed at investigating whether or not International English Language Testing Systems (IELTS scores correspond with literacy levels. During the 2011-2012 academic year, 20 first semester students in the English Literature Program in the Faculty of Language and Cultural Studies (Fakultas Bahasa dan Ilmu Budaya at Universitas Stikubank (UNISBANK were randomly selected to take the IELTS. Results were matched against predetermined criteria for literacy levels (Hammond, et al. 1992 in order to classify them into the appropriate levels of literacy. Findings indicate that all students (100 percent were at the performative level of literacy with respect to their overall IELTS scores. Only 25 percent of the students on the speaking subtest and 20 percent of the students on the reading subtest managed to test at the functional level. It is therefore recommended that action research be conducted in Central Java level to upgrade the level of literacy from the performative level up to the informative level. As well, similar research may be conducted with a multi-disciplinary approach employing a correlational study between IELTS band scores with literacy levels.

Science Literacy Project for Mid-Career Public Radio Producers, Reporters, Editors and News Directors

Energy Technology Data Exchange (ETDEWEB)

Scott, Bari [SoundVision Productions, Berkeley, CA (United States)

2012-12-01

SoundVision held a post-workshop teleconference for our 2011 graduates (as we have done for all participants) to consolidate what they'd learned during the workshop. To maximize the Science Literacy Project's impact after it ends, we strengthened and reinforced our alumni's vibrant networking infrastructure so they can continue to connect and support each other, and updated our archive system to ensure all of our science and science journalism resources and presentations will be easy to access and use over time.

Making the Invisible Visible: Engaging Elementary Preservice Teachers in Science and Literacy Connections

Science.gov (United States)

Gwekwerere, Yovita; Buley, Jan

2011-01-01

Picture books can be used to teach children to infer, hypothesise, question, identify, explain and compare. By making the "invisible visible" preservice teachers in Canada explored ways to enhance the development of critical science and literacy skills through the creation of picture books in collaboration with students in Grades 5 and…

Climate Literacy and Cyberlearning: Emerging Platforms and Programs

Science.gov (United States)

McCaffrey, M. S.; Wise, S. B.; Buhr, S. M.

2009-12-01

With the release of the Essential Principles of Climate Science Literacy: A Guide for Individuals and Communities in the Spring of 2009, an important step toward an shared educational and communication framework about climate science was achieved. Designed as a living document, reviewed and endorsed by the thirteen federal agencies in the U.S. Climate Change Science Program (now U.S. Global Change Research Program), the Essential Principles of Climate Literacy complement other Earth system literacy efforts. A variety of emerging efforts have begun to build on the framework using a variety of cyberlearning tools, including an online Climate Literacy course developed by Education and Outreach group at CIRES, the Cooperative Institute for Research in Environmental Sciences, and the Independent Learning program of the Continuing Education Division at the University of Colorado at Boulder. The online course, piloted during the Summer of 2009 with formal classroom teachers and informal science educators, made use of the online Climate Literacy Handbook, which was developed by CIRES Education and Outreach and the Encyclopedia of Earth, which is supported by the National Council for Science and the Environment and hosted by Boston University. This paper will explore challenges and opportunities in the use of cyberlearning tools to support climate literacy efforts, highlight the development of the online course and handbook, and note related emerging cyberlearning platforms and programs for climate literacy, including related efforts by the Climate Literacy Network, the NASA Global Climate Change Education programs, the National STEM Education Distributed Learning (NSDL) and AAAS Project 2061.

A Look at the Definition, Pedagogy, and Evaluation of Scientific Literacy within the Natural Science Departments at a Southwestern University

Science.gov (United States)

Flynn, Deborah Kay

2011-01-01

This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific literacy in their courses. The researcher examined data from participant interviews, observations, and archival material from courses taught by the participants. The…

eHealth literacy demands and cognitive processes underlying barriers in consumer health information seeking

Directory of Open Access Journals (Sweden)

Connie V. Chan

2015-12-01

Full Text Available Background: Consumer eHealth tools play an increasingly important role in engaging patients as participants in managing their health and seeking health information. However, there is a documented gap between the skill and knowledge demands of eHealth systems and user competencies to benefit from these tools. Objective: This research aims to reveal the knowledge- and skill-related barriers to effective use of eHealth tools. Methods: We used a micro-analytic framework for characterizing the different cognitive dimensions of eHealth literacy to classify task demands and barriers that 20 participants experienced while performing online information-seeking and decision-making tasks. Results: Participants ranged widely in their task performance across all 6 tasks as measured by task scores and types of barriers encountered. The highest performing participant experienced only 14 barriers whereas the lowest scoring one experienced 153. A more detailed analysis of two tasks revealed that the highest number of incorrect answers and experienced barriers were caused by tasks requiring: (a Media literacy and Science literacy at high cognitive complexity levels and (b a combination of Numeracy and Information literacy at different cognitive complexity levels. Conclusions: Applying this type of analysis enabled us to characterize task demands by literacy type and by cognitive complexity. Mapping barriers to literacy types provided insight into the interaction between users and eHealth tasks. Although the gap between eHealth tools, users’ skills, and knowledge can be difficult to bridge, an understanding of the cognitive complexity and literacy demands can serve to reduce the gap between designer and consumer.

The Ocean Literacy Campaign

Science.gov (United States)

Schoedinger, S. E.; Strang, C.

2008-12-01

"Ocean Literacy is an understanding of the ocean's influence on you and your influence on the ocean." This simple statement captures the spirit of a conceptual framework supporting ocean literacy (COSEE et al., 2005). The framework comprises 7 essential principles and 44 fundamental concepts an ocean literate person would know (COSEE et al., 2005). The framework is the result of an extensive grassroots effort to reach consensus on (1) a definition for ocean literacy and (2) an articulation of the most important concepts to be understood by ocean-literate citizen (Cava et al., 2005). In the process of reaching consensus on these "big ideas" about the ocean, what began as a series of workshops has emerged as a campaign "owned" by an ever-expanding community of individuals, organizations and networks involved in developing and promoting the framework. The Ocean Literacy Framework has provided a common language for scientists and educators working together and serves as key guidance for the ocean science education efforts. This presentation will focus on the impact this Ocean Literacy Campaign has had to date as well as efforts underway to provide additional tools to enable educators and educational policy makers to further integrate teaching and learning about the ocean and our coasts into formal K-12 education and informal education. COSEE, National Geographic Society, NOAA, College of Exploration (2005). Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12, a jointly published brochure, URL: http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf Cava, F., S. Schoedinger , C. Strang, and P. Tuddenham (2005). Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy, URL: http://www.coexploration.org/oceanliteracy/documents/OLit2004-05_Final_Report.pdf.

A study of the development of scientific literacy in students of conservative Christian schools

Science.gov (United States)

Johns, Christopher D.

A collision of concepts often occurs within the science classrooms of Christian schools. Students are faced with the task of accommodating biblical teachings with science theories that are not only incompatible but often directly conflicting. Teachers in the Christian school must choose to what extent and how this conflicting information will be addressed. Students must manage the tension caused by this conflict and then determine their own belief systems. High-stakes achievement testing also plays a role in the curriculum and instruction of science in the Christian school as well as public schools. Science literacy, a lifelong pursuit of understanding of the physical world, can be a victim of instructional strategies aimed at promoting student success on a specific test covering a specific set of facts instead of a comprehensive plan developed for individual-specific growth. This study was designed to gain an understanding of science literacy development of the middle school student in the Christian school. This was accomplished by comparing the individual component scores of the science Indiana Statewide Testing for Educational Progress-Plus achievement test for a 3-year period of 5 Christian schools in Indiana to the overall state averages. Armed with this information, the study, in its second phase, included interviews of the 7th-grade science teachers of the included schools. The goal of the interviews was to provide meaning and substance to the score comparisons. The purpose of the study was to understand how the students in Christian schools compared to the overall population of students in areas of science that may conflict with their Biblical beliefs. Additionally, this study was developed to understand how the science teachers in Christian schools managed the conflict that develops between the Bible and theories of science. Findings from this study showed that students in Christian schools continue to score higher than the overall population of students

Nutritional Quality of Breakfast and Physical Activity Independently Predict the Literacy and Numeracy Scores of Children after Adjusting for Socioeconomic Status

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O'Dea, Jennifer A.; Mugridge, Anna C.

2012-01-01

Health-related behaviors [physical activity (PA), nutritional quality of breakfast and sleep]; personal variables (self-esteem, attitudes to PA and gender) and socioeconomic status (SES) (school SES and parental education), were examined in relation to literacy and numeracy scores of 824 grade 3-7 children. Participants completed a questionnaire,…

Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy

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Sumarni, Woro; Sudarmin; Supartono, Wiyanto

2016-01-01

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3)…

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

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Achmad, Maulana; Suhandi, Andi

2017-05-01

The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

Effect of genomics-related literacy on non-communicable diseases.

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Nakamura, Sho; Narimatsu, Hiroto; Katayama, Kayoko; Sho, Ri; Yoshioka, Takashi; Fukao, Akira; Kayama, Takamasa

2017-09-01

Recent progress in genomic research has raised expectations for the development of personalized preventive medicine, although genomics-related literacy of patients will be essential. Thus, enhancing genomics-related literacy is crucial, particularly for individuals with low genomics-related literacy because they might otherwise miss the opportunity to receive personalized preventive care. This should be especially emphasized when a lack of genomics-related literacy is associated with elevated disease risk, because patients could therefore be deprived of the added benefits of preventive interventions; however, whether such an association exists is unclear. Association between genomics-related literacy, calculated as the genomics literacy score (GLS), and the prevalence of non-communicable diseases was assessed using propensity score matching on 4646 participants (males: 1891; 40.7%). Notably, the low-GLS group (score below median) presented a higher risk of hypertension (relative risk (RR) 1.09, 95% confidence interval (CI) 1.03-1.16) and obesity (RR 1.11, 95% CI 1.01-1.22) than the high-GLS group. Our results suggest that a low level of genomics-related literacy could represent a risk factor for hypertension and obesity. Evaluating genomics-related literacy could be used to identify a more appropriate population for health and educational interventions.

The environmental literacy of urban middle school teachers

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Owens, Marcia Allen

This dissertation study assessed the environmental literacy of 292 urban, middle school teachers using the Wisconsin Environmental Literacy Survey (WELS). Environmental literacy may be defined in terms of observable behaviors. Specifically, the study examined four dimensions of participants' environmental literacy: (a) attitudes toward the environment, (b) beliefs about their own power and responsibility to affect environmental change, (c) personal behaviors and actions toward the environment, and (d) knowledge regarding ecology and environmental issues. The WELS measures these components of environmental literacy through a Likert-type attitude survey, a self-reporting behavior instrument, and a multiple choice measure of cognitive learning outcomes or environmental knowledge. These scores were combined to derive a total environmental literacy score. In addition, the study explored differences between African American and European American female teachers' environmental literacy; interactions between demographic variables; and patterns of frequently missed questions, environmental attitudes, or environmental behaviors. Differences in teachers' environmental literacy were examined relative to gender, racial/ethnic background, number of preservice environmental courses taken, number of inservice environmental courses taken, years of teaching experience, and subject area taught. Overall, teachers in the present study demonstrated nominal environmental literacy. Significant differences in scores on various subscales were found among teachers according to racial/ethnic background, subject area taught, and years of teaching experience. Taking preservice and inservice environmental courses appears to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but not appear to impact environmental knowledge. This study underscores the need for further descriptive environmental literacy research on urban, minority, and poor students

Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia

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Woods-McConney, Amanda; Oliver, Mary C.; McConney, Andrew; Maor, Dorit; Schibeci, Renato

2013-01-01

Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to…

Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

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Faller, S. Elisabeth

2018-01-01

Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

Learning Crude Oil by Using Scientific Literacy Comics

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Aisyah, R.; Zakiyah, I. A.; Farida, I.; Ramdhani, M. A.

2017-09-01

A research has been conducted to create a crude oil learning media in the form of scientific literacy-oriented comic. The research included some phases, namely: concept analysis, material transformation to concept map, indicator identification and science literacy aspect. The product was made based on flowcharts and storyboards that have been validated by expert validators. The product has characteristics namely; 1) Develops indicators and aspects of science literacy, 2) presents the materials in form of story of science fiction genre, 3) has characters adopting levels of scientific literacy, 4) has optional stories, because it depends on questions asked to develop scientific literacy in terms of content, context, process and attitude. Based on feasibility test, the product is feasible to be used as learning media. It is suggested to do an expanded experiment to examine its affectivity in improving scientific literacy and growing students’ awareness about the issues of energy crisis and the impacts of fossil fuel use on the environment.

A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula

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Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

Literacy and Arts-Integrated Science Lessons Engage Urban Elementary Students in Exploring Environmental Issues

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Gray, P.; Elser, C. F.; Klein, J. L.; Rule, A. C.

2016-01-01

This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post-test questions were used to address knowledge of environmental problems and student environmental…

Just a subtle difference? Findings from a systematic review on definitions of nutrition literacy and food literacy.

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Krause, Corinna; Sommerhalder, Kathrin; Beer-Borst, Sigrid; Abel, Thomas

2018-06-01

Nutrition literacy and food literacy have become increasingly important concepts in health promotion. Researchers use one or the other term to describe the competencies needed to maintain a healthy diet. This systematic review examines whether these terms are synonymous or if their meanings are substantially different.We searched major bibliographic databases (Web of Science, PubMed, ScienceDirect, CINAHL, SocIndex and ERIC) for publications that provided an original definition of nutrition or food literacy. Then we used Nutbeam's tripartite health literacy model as an analytical grid. The definitions we found included specific competencies, which we mapped to the domains of functional, interactive, or critical literacy.In the 173 full-text publications we screened, we found six original definitions of nutrition literacy, and 13 original definitions of food literacy. Seven food literacy definitions were integrated into a conceptual framework. Analysing their structure revealed that nutrition literacy and food literacy are seen as specific forms of health literacy, and represent distinct but complementary concepts. Definitions of nutrition literacy mainly described the abilities necessary to obtain and understand nutrition information. Definitions of food literacy incorporated a broader spectrum of theoretical and practical knowledge and skills. To be food literate also means to apply information on food choices and critically reflect on the effect of food choice on personal health and on society. Since food literacy is based on a more comprehensive understanding of health behaviours, it is the more viable term to use in health promotion interventions. For the practical implication, a harmonization of the different definitions is desirable.

A Science-Technology-Society Paradigm and Cross River State Secondary School Students' Scientific Literacy: Problem Solving and Decision Making

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Umoren, Grace

2007-01-01

The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students' scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of…

Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme

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Rusilowati, Ani; Kurniawati, Lina; Nugroho, Sunyoto E.; Widiyatmoko, Arif

2016-01-01

The purpose of this study is to develop scientific literacy evaluation instrument that tested its validity, reliability, and characteristics to measure the skill of student's scientific literacy used four scientific literacy, categories as follow:science as a body of knowledge (category A), science as a way of thinking (category B), science as a…

Measuring metacognitive ability based on science literacy in dynamic electricity topic

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Warni; Sunyono; Rosidin

2018-01-01

This study aims to produce an instrument of metacognition ability assessment based on science literacy on theoretically and empirically feasible dynamic electrical material. The feasibility of the assessment instrument includes theoretical validity on material, construction, and language aspects, as well as empirical validity, reliability, difficulty, distinguishing, and distractor indices. The development of assessment instruments refers to the Dick and Carey development model which includes the preliminary study stage, initial product development, validation and revision, and piloting. The instrument was tested to 32 students of class IX in SMP Negeri 20 Bandar Lampung, using the design of One Group Pretest-Postest Design. The result shows that the metacognition ability assessment instrument based on science literacy is feasible theoretically with theoretical validity percentage of 95.44% and empirical validity of 43.75% for the high category, 43.75% for the medium category, and 12.50 % for low category questions; Reliability of assessment instruments of 0.83 high categories; Difficulty level of difficult item is about 31.25% and medium category is equal to 68.75%. Item that has very good distinguishing power is 12.50%, 62.50% for good stage, and medium category is 25.00%; As well as the duplexing function on a matter of multiple choice is 80.00% including good category and 20.00% for medium category.

4: A STUDY ON THE RATE OF INFORMATION LITERACY OF FACULTY MEMBERS AND PHD STUDENTS OF FACULTY OF NURSING AND MIDWIFERY, TABRIZ UNIVERSITY OF MEDICAL SCIENCES, BASED ON SUCCESSFUL EVIDENCE HEALTHCARE

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Razmkhah, Maryam; Moghadam, Hadi Sharif; Ziaei, Soraya; Zarea, Vahideh; Narimani, Mohammad Reza

2017-01-01

Background and aims Evidence based care is an approach to clinical problem-solving in which merging the results of several studies and information on specialty clinical care as well as patients' wishes and values leads to effective decision making, to avoid seeking frequent care facilitating the patient cares, empowering healthcare workers, maintaining and improving the health of patients and the families. Results of the conducted studies suggest that using such an approach requires information literacy skills. Therefore, the present study aimed to assess information literacy of the faculty members and PhD students of Nursing and Midwifery School of Tabriz University of Medical Sciences about evidence based care. Methods In this cross-sectional survey 53 PhD students and faculty members were selected using census sampling method. Data gathering tool was a researcher-made questionnaire. This inventory was developed regarding valid scientific literature on information literacy and evidence-based care with 68 items and 5 standards of literacy prepared within some steps. After confirming the validity, its reliability was concluded by Cranach's Alpha (0.89). Data was analyzed using SPSS/22. Results Average information literacy skill level for faculty members and students related to evidence-based care and information literacy standards was higher than the average index, except for “information exchange” standard (50±10). The highest and lowest mean scores in evidence based care were for, respectively, questions formation (respectively, 96.18±18.6.17 and 48.51±14.69) and evaluation results (respectively 95.56±6.66 and 45.94±14.08). For information literacy standards there were calculated for (respectively) finding information as the highest score for (respectively, 95.56±6.66 and 72.44±13.62) and the lowest for information exchange (respectively, 74.19±11.83 and 48.51±11.35). Conclusion According to the results of this study and also regarding to this

The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

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Lin, Huann-shyang; Hong, Zuway-R.; Huang, Tai-Chu

2012-01-01

This study uses the database from an extensive international study on 15-year-old students (N = 8,815) to analyze the relationship between emotional factors and students' scientific literacy and explore the potential link between the emotions of the students and subsequent public engagement with science. The results revealed that students'…

Describing Images: A Case Study of Visual Literacy among Library and Information Science Students

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Beaudoin, Joan E.

2016-01-01

This paper reports on a study that examined the development of pedagogical methods for increasing the visual literacy skills of a group of library and information science students. Through a series of three assignments, students were asked to provide descriptive information for a set of historical photographs and record reflections on their…

Environmental literacy of Hispanic, urban, middle school students in Houston, Texas

Science.gov (United States)

Meuth, Amber M.

With the global crises facing the planet that bring major implications, (Hart & Nolan, 1999; Hungerford & Simmons, 2003) it is imperative that there be an environmentally literate citizenry who can identify, solve, and prevent environmental issues. Since middle school students are evolving into participating citizens and are developing the ability to think in abstract terms, they are a critical group to study regarding levels of environmental literacy. Additionally, with the increased resource needs and decreased air and water quality in highly populated urban areas, focusing on the environmental literacy of students living and attending school in urban areas is essential. The purpose of this study was to describe the levels of environmental literacy of a group of Hispanic, urban, middle school students in Houston, Texas. Sixth, seventh, and eighth grade students who attend a charter school in Houston, Texas were given, the Middle School Environmental Literacy Survey (MSELS). This survey has been developed to measure components of environmental literacy as related to domains identified critical to environmental literacy (McBeth et al., 2008). The four domains include ecological knowledge, environmental affect, cognitive skills, and behavior. Data collected from the survey was used to determine levels of environmental literacy in the following variables: ecological knowledge, verbal commitment, actual commitment, environmental sensitivity, general environmental feelings, and environmental issue and action skills. Descriptive statistics were calculated and analyzed for each grade level and as an entire sample for each variable in order to generate a profile of the group. Composite scores were calculated in the four domains (ecological knowledge, environmental affect, cognitive skills, and behavior) and were compared to high, moderate, and low levels of environmental literacy set forth by top environmental education researchers (McBeth et al., 2008). Additionally, two

Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

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Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

2010-01-01

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. PMID:21123700

Popularization of science and scientific journalism: possibilities of scientific literacy

Directory of Open Access Journals (Sweden)

Alessandro Augusto Barros Façanha

2017-07-01

Full Text Available This study evidences the intersection between science education and communication in the perspective of the popularization of sciences based on the evidence produced in a specific column of a large circulation newspaper of the city of Teresina / PI. The discussions were based on the analysis of content carried out in the context of science classes in a school of basic education with elementary students, where journalistic texts were used with diverse themes that involved science and daily life in order to understand the interpretation of texts And the relationship with the context of scientific dissemination and citizenship. The analysis of the content was used and the answers were stratified into categories of conceptual nature and application of the themes. The analyses show that the texts of scientific dissemination have a contribution in relation to the popularization of Sciences, fomentation to the debate in the classroom, didactic increment in the classes of sciences, in spite of their insertion still incipient in the context of science education. However, the results of the research denote the difficulty faced by the students in understanding the text of dissemination in their conceptual comprehension and resolution of daily problems, as well as the distance between the context of the sciences in their theoretical scope and their presentation in everyday situations, Despite this, the texts of divulgation corroborated as an important way of real insertion in the process of scientific literacy and promotion of citizenship.

Science literacy in local communities

International Nuclear Information System (INIS)

Sasagawa, Sumiko

2005-01-01

The Institute for Environmental Sciences was established in December, 1990 at Rokkasho, Aomori, as a focal point in the research activities necessary to solve the problems between nuclear energy and the environment. In 2001 the Public Relations and Research Information Office was newly organized in the institute in order to facilitate the communication of scientific knowledge and information with the local inhabitants. The office is expected to play a role, as the communication window opens, to the local community neighboring the nuclear fuel cycle facilities as well as other communities in the prefecture. It seems, however, that the methodology for pursuing this aim is not generally provided but needs to be developed on a trial-and-error basis suitable to each situation. The author would like to take this opportunity to consider the given subjects and introduce the experiences, in which the author succeeded in communicating with neighboring people through the common interests regarding the Nobel Prize. The Nobel Prize is recognized as the greatest honor and authority over the world and is awarded to genuine human wisdom. The public with admiration receives the laureates, and their ways of life along with their arts of thinking are always matters which attract the interest of all the citizens. The people, who sometimes easily understand the scientific background behind the Prizes, always accept the stories of the laureates. The Nobel Prize has played an important role, therefore, not only in disseminating scientific knowledge or information so far, but will function also in cultivating the so-called science literacy'' among the public in the future, even in the issues on acceptance of nuclear energy. (author)

The Canadian Assessment of Physical literacy

DEFF Research Database (Denmark)

Francis, Claire E; Longmuir, Patricia E; Boyer, Charles

2016-01-01

. Methods: Nineteen childhood physical activity/fitness experts completed a 3-round Delphi process. Round 1 was open-ended questions. Subsequent rounds rated statements using a 5-point Likert scale. Recommendations were sought regarding protocol inclusion, relative importance within composite scores......Background: The Canadian Assessment of Physical Literacy (CAPL) was conceptualized as a tool to monitor children's physical literacy. The original model (fitness, activity behavior, knowledge, motor skill) required revision and relative weights for calculating/interpreting scores were required...... by daily behavior) is appropriate for monitoring the physical literacy of children aged 8 to 12 years. Objectively measured domains (daily behavior, physical competence) have higher relative importance. The interpretation of CAPL results should be reevaluated as more data become available. © 2016 Human...

Scientists and Educators: Joining Forces to Enhance Ocean Science Literacy

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Keener-Chavis, P.

2004-12-01

The need for scientists to work with educators to enhance the general public's understanding of science has been addressed for years in reports like Science for All Americans (1990), NSF in a Changing World (1995), Turning to the Sea: America's Ocean Future (1999), Discovering the Earth's Final Frontier, A U.S. Strategy for Ocean Exploration (2000), and most recently, the U.S. Commission on Ocean Policy Report (2004). As reported in The National Science Foundation's Center for Ocean Science Education Excellence (COSEE) Workshop Report (2000), "The Ocean Sciences community did not answer (this) call, even though their discovery that the ocean was a more critical driving force in the natural environment than previously thought possessed great educational significance." It has been further acknowledged that "rapid and extensive improvement of science education is unlikely to occur until it becomes clear to scientists that they have an obligation to become involved in elementary- and secondary-level science (The Role of Scientists in the Professional Development of Science Teachers, National Research Council, 1996.) This presentation will focus on teachers' perceptions of how scientists conduct research, scientists' perceptions of how teachers should teach, and some misconceptions between the two groups. Criteria for high-quality professional development for teachers working with scientists will also be presented, along with a brief overview of the National Oceanic and Atmospheric Administration's Ocean Exploration program efforts to bring teachers and ocean scientists together to further ocean science literacy at the national level through recommendations put forth in the U.S. Commission on Ocean Policy Report (2004).

Evaluation of Health Literacy and its influencing factors on dormitory students of Shahid Beheshti University of Medical Sciences in Tehran

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Rahman Panahi

2016-12-01

Full Text Available Background and Objectives: Health literacy represents the cognitive and social skills, which are used to determine the motivation and ability of individuals to acquire access and understand the methods to use the information in order to maintain and improve the health. This study aimed to assess the level of health literacy in students and identify the factors influencing it in the 2015-2016 academic year. Materials and Methods: In this cross-sectional, descriptive and analytical study, 360 students inhabiting the dormitories of Shahid Beheshti University of Medical Sciences in Tehran were randomly selected using the cluster sampling method. To collect the data, an inventory of Health Literacy for Iranian Adults was used. Data were analyzed using descriptive statistics and Chi-square test with the SPSS software version 21. Results: The mean age of the students was 22.93±4.05 years. The results showed that 9.2% (n=31 of the students had low health literacy, 27.6% (n=94 not so inadequate literacy, 42.6% (n=145 adequate health literacy, and 19.7% (n=67 excellent health literacy. Health literacy was significantly associated with gender and family income (P<0.001. Conclusions: Due to the limited level of health literacy in many students, it is necessary to design training programs commensurate with their level of health literacy and media interests.

Correlates of health and financial literacy in older adults without dementia.

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Bennett, Jarred S; Boyle, Patricia A; James, Bryan D; Bennett, David A

2012-06-12

Recent research has begun to recognize the important influence of literacy levels and how they affect health and wellbeing, especially in older adults. Our study focuses on health and financial literacy, two domains of literacy which previous research has suggested may be significantly related to health and wellbeing. Our study examines the relation of health and financial literacy with health promoting behaviors and health status among community-based older persons. We conducted a cross-sectional study using data from the Rush Memory and Aging Project, a community-based cohort study of aging in northeastern Illinois. The study consisted of 556 older persons without dementia, each determined by a clinical evaluation. Health and financial literacy were measured using a series of questions designed to assess the ability to understand and process health and financial information, concepts, and numeracy; the two scores were averaged to yield a total literacy score. Health promoting behaviors, including engagement in cognitive, physical, and social activities, were assessed using self report measures. Indicators of heath status, including cognition (global cognition and five specific cognitive abilities), functional status (basic and instrumental activities of daily living, mobility disability), and mental health (depressive symptoms, loneliness) were assessed. In a series of regression models adjusted for age, sex, and education, higher total literacy scores were associated with more frequent participation in health promoting behaviors, including cognitive, physical and social activities (all p values literacy scores were associated with higher cognitive function, less disability, and better mental health (all p values Literacy remained associated with health promoting behaviors and health status in fully adjusted models that also controlled for income and the number of chronic medical conditions. Most of the findings were similar for health and financial literacy

The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

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Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

2017-01-01

This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

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Alivernini, F.; Manganelli, S.

2015-08-01

A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct subgroups of students with characteristics that appear to be associated with this proficiency gap. Data were based on the answers of 46,131 PISA 2006 students with scores classified below level 2 or above level 4, as well as the answers of their principals to school questionnaire and the OECD indicators of the financial and human resources invested in education at the national level for secondary school. The dependent variable of the analysis was a dichotomous variable the values of which represent the two different groups of students. The independent variables were the OECD indicators, and the items and indices derived from the student and school questionnaires. The analysis was based on classification trees and the findings were replicated and extended by the means of a multilevel logistic regression model. The results show that very specific levels of teachers' salaries, parental pressure on schools, school size, awareness of environmental issues, science self-efficacy and socio-economic status have a very important role in predicting whether 15 year olds in OECD countries will belong to the lower or the highest proficiency groups as regards their aptitude in the context of life situations involving problems of a scientific nature.

influence of early literacy parental involvement on science

African Journals Online (AJOL)

User

were highly involved in their children's early literacy acquisition; parental ... in literacy acquisition of boys was more than that of girls, though this difference was not .... method. Procedure for Data Collection. The students (with the help of their.

Health literacy among Danish university students enrolled in health-related study programmes.

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Elsborg, Lea; Krossdal, Fie; Kayser, Lars

2017-12-01

It is important to address people's health literacy when providing health care. Health professionals should be aware of, and have insight into, people's health literacy when they provide health services. Health professionals need to be health literate themselves. We examined the level of health literacy in students in Denmark attending one of four full university programmes related to health and investigated how their health literacy was associated with their sociodemographic background. The health literacy level of the students was measured using the multi-dimensional Health Literacy Questionnaire (HLQ) supplemented with sociodemographic questions. The questionnaire was administrated through the students' Facebook groups. The students were enrolled in courses on health informatics, medicine, molecular biomedicine or public health. Out of a total of 7663 students, 630 responded to the questionnaire. No sex difference was found although female students scored higher than male students in domain 4 (social support for health). Students attending the public health programme tended to score higher and those attending molecular biomedicine tended to score lower in the HLQ. There was a positive correlation between HLQ scores and the educational level of the students' parents. If one of their parents was employed in the health care sector, the HLQ score tended to be higher in domains 1 and 4. Students who had been hospitalized also tended to score higher in domains 1, 5 and 6. Students' health literacy relates to their personal background and educational path. This may be of importance when planning curricula and educational activities, including cross-disciplinary courses.

A Reconstructed Vision of Environmental Science Literacy: The case of Qatar

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Khishfe, Rola

2014-12-01

The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and socioscientific issues (SSI). A conceptual understanding of these pillars as interconnected was presented and justified. Then the developed framework was used to examine the potential of the Qatari science standards to prepare environmentally literate citizens. Results showed that the secondary Qatari science standards generally take up the pillars of science content and scientific inquiry in an explicit manner. The NOS pillar is rarely addressed, while the SSI pillar is not addressed in the objectives and activities in a way that aligns with the heavy emphasis given in the overall aims. Moreover, the connections among pillars are mostly manifested within the activities and between the science content and scientific inquiry. The objectives and activities targeting the environment were less frequent among the four pillars across the Qatari standards. Again, the connections related to the environment were less frequent in conformity with the limited environmental objectives and activities. Implications from this study relate to the need for the distribution of the four pillars across the standards as well as the presentation of the different pillars as interconnected.

THE ROLE OF OUT-OF-SCHOOL ENGLISH LITERACY ACTIVITIES IN PROMOTING STUDENTS’ ENGLISH LITERACY

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LILIES SETIASIH

2014-01-01

Full Text Available This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1 the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2 their out-of-school English literacy activities played an important role in building their English literacy.

What Should We Grow in Our School Garden to Sell at the Farmers' Market? Initiating Statistical Literacy through Science and Mathematics Integration

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Selmer, Sarah J.; Rye, James A.; Malone, Elizabeth; Fernandez, Danielle; Trebino, Kathryn

2014-01-01

Statistical literacy is essential to scientific literacy, and the quest for such is best initiated in the elementary grades. The "Next Generation Science Standards and the Common Core State Standards for Mathematics" set forth practices (e.g., asking questions, using tools strategically to analyze and interpret data) and content (e.g.,…

Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making

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Pappas, Christine C.; Varelas, Maria

2009-01-01

This article presents a review of the author's long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public…

The effects of professional development related to classroom assessment on student achievement in science

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Mazzie, Dawn Danielle

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Pain awareness and medication knowledge: a health literacy evaluation.

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Devraj, Radhika; Herndon, Christopher M; Griffin, Jake

2013-03-01

Chronic pain is a significant burden to the U.S. health care system. Patient-related barriers such as low health literacy can prevent optimal management of pain. This study aimed to determine the relationship between health literacy, pain awareness, and medication knowledge. Chronic pain patients visiting a family health center were administered a survey addressing the study objectives. Health literacy was measured using the Newest Vital Sign. A total of 139 chronic pain patients participated in the study. Patients with low health literacy had significantly lower overall pain medication knowledge (mean score = 63.3± 18.9 versus 74.3 ± 18.5, p literacy lacked knowledge of non-medication modes of treating pain, and did not know which non-prescription medications could provide pain relief. The mean Visual Analogue Scale score for the entire sample was 51.54 mm (range = 0 - 100 mm). Pain intensity was not related to health literacy (p > 0.05). Multivariate analyses showed a significant relationship between health literacy and medication knowledge after controlling for demographics. Patients with low health literacy have poor knowledge of pain medications. Educational interventions to meet the needs of patients with low health literacy are essential to safely relieve pain.

Moving toward Collective Impact in Climate Change Literacy: The Climate Literacy and Energy Awareness Network (CLEAN)

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Ledley, Tamara Shapiro; Gold, Anne U.; Niepold, Frank; McCaffrey, Mark

2014-01-01

In recent years, various climate change education efforts have been launched, including federally (National Oceanic and Atmospheric Administration, National Aeronautics and Space Administration, National Science Foundation, etc.) and privately funded projects. In addition, climate literacy and energy literacy frameworks have been developed and…

Factors in Information Literacy Education

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Williams, Michelle Hale; Evans, Jocelyn Jones

2008-01-01

Information literacy has long been discussed in the field of library science but is only recently becoming applied in specific academic disciplines. This article assesses student learning of information literacy skills analyzing data collected from three semesters of the Introduction to Comparative Politics course. Variables such as major…

In the maw of the Ouroboros: an analysis of scientific literacy and democracy

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Bang, Lars

2017-10-01

This paper explores the concept of scientific literacy through its relation to democracy and citizenship. Scientific literacy has received international attention in the twenty-first century as demonstrated by the Programme for International Student Assessment survey of 2006. It is no longer just a concept but has become a stated and testable outcome in the science education research community. This paper problematizes the `marriage' between scientific literacy and democracy, particularly the idea that scientific literacy is a presupposed necessity to proper citizenship and awareness of the role of science in modern society. A perusal of the science education literature can provide a history of scientific literacy, as it exists as a research category. Through Gilles Deleuze's notion of the Dogmatic Image of Thought and its relation to a Spinozist understanding of individuation/Becoming, it is argued that scientific literacy is not a recent invention and is problematic in its relation to democracy. This article is thus intended to act more as vehicle to move, stimulate and dramatize thought and potentially reconceptualise scientific literacy, than a comprehensive historical analysis. The concept of scientific literacy has undergone specific transformations in the last two centuries and has been enacted in different manifestations throughout modernity. Here the analysis draws upon Deleuze's reading of Michel Foucault and the notion of the Diagram related to Foucault's oeuvre, and is specifically using Foucault's notion of rationalities as actualized threads or clusters of discourse. The obvious link between science and democracy is an effect of specific rationalities within the epistemological field of science, rather than intrinsic, essential characteristics of science or scientific literacy. There is nothing intrinsic in its function for democracy. Through a case study of the work of Charles W. Eliot and Herbert Spencer and the modern enactment of scientific

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

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Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

"I think I use them, but I'm not sure what each one is called": Integration of multiple literacies in secondary social studies and science classes

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Lickteig, Amanda D.

In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group's (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire, three focus group sessions, classroom observations, field notes, and artifacts. This study solicited nearly one hundred secondary social studies and science teachers from three Midwestern school districts. Eight educators (four social studies and four science) participated in the study that took place in the spring of 2015. Furthermore, a generous grant from a local chapter of Phi Delta Kappa partially funded this research. After applying initial and holistic codes to the data, nine themes emerged: conventional, progressive, hesitant/emerging, collaborate, calibrate, perform, practice, interdisciplinary, and intradisciplinary. The nine themes were further classified by how they appeared in the data: dispositional themes, behavioral themes, and bridge themes. Throughout the data analysis, contemporary genre theory guided the study (Devitt, 2004). Descriptive codes, derived from contemporary genre theory, further revealed that the situational, social, historical, and individual aspects of genre influence teachers' pedagogical practices related to multiple literacies across disciplines. Therefore, the ways in which teachers perceived multiple literacies and implemented them into classroom instruction are multifaceted and vary depending on grade level, content area, and teaching location. However, teachers' dispositions regarding literacy move beyond a traditional mindset of functional reading and writing as they engage in professional learning

Health Literacy Impact on National Healthcare Utilization and Expenditure.

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Rasu, Rafia S; Bawa, Walter Agbor; Suminski, Richard; Snella, Kathleen; Warady, Bradley

2015-08-17

Health literacy presents an enormous challenge in the delivery of effective healthcare and quality outcomes. We evaluated the impact of low health literacy (LHL) on healthcare utilization and healthcare expenditure. Database analysis used Medical Expenditure Panel Survey (MEPS) from 2005-2008 which provides nationally representative estimates of healthcare utilization and expenditure. Health literacy scores (HLSs) were calculated based on a validated, predictive model and were scored according to the National Assessment of Adult Literacy (NAAL). HLS ranged from 0-500. Health literacy level (HLL) and categorized in 2 groups: Below basic or basic (HLS Healthcare utilization expressed as a physician, nonphysician, or emergency room (ER) visits and healthcare spending. Expenditures were adjusted to 2010 rates using the Consumer Price Index (CPI). A P value of 0.05 or less was the criterion for statistical significance in all analyses. Multivariate regression models assessed the impact of the predicted HLLs on outpatient healthcare utilization and expenditures. All analyses were performed with SAS and STATA® 11.0 statistical software. The study evaluated 22 599 samples representing 503 374 648 weighted individuals nationally from 2005-2008. The cohort had an average age of 49 years and included more females (57%). Caucasian were the predominant racial ethnic group (83%) and 37% of the cohort were from the South region of the United States of America. The proportion of the cohort with basic or below basic health literacy was 22.4%. Annual predicted values of physician visits, nonphysician visits, and ER visits were 6.6, 4.8, and 0.2, respectively, for basic or below basic compared to 4.4, 2.6, and 0.1 for above basic. Predicted values of office and ER visits expenditures were $1284 and $151, respectively, for basic or below basic and $719 and $100 for above basic (P healthcare utilization and expenditure. Individuals with below basic or basic HLL have greater healthcare

Health literacy among Saudi population: a cross-sectional study.

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Abdel-Latif, Mohamed M M; Saad, Sherif Y

2017-09-12

Health literacy is a major problem worldwide and adversely affects an individual's health. The aim of the present study was to assess health literacy level among Saudi population. A cross-sectional study was conducted among a randomly selected population (n = 500) in Saudi Arabia. The questionnaire comprised of questions pertaining to demographic characteristics, health literacy and health information. Health literacy was measured by REALM-R test. Internal reliability was determined using Cronbach's alpha coefficient. The majority of the respondents had intermediate (43.8%) and basic (34.4%) health literacy levels. A higher percentage among men had intermediate (59.8%) and basic (70.93%) health literacy levels compared with women. About 30% of respondents had difficulty in understanding health screening tests and disease treatment. More than half of participants (52.4%) had difficulty in finding health information. The REALM-R test revealed that about 42.6% of individuals with score of >6 had adequate health literacy compared with 57.4% with score of ≤6 had inadequate health literacy. The present study demonstrated that a majority of Saudi individuals had inadequate health literacy that associated with poor knowledge of health information. Our findings highlighted the importance of understanding the status of health literacy among Saudis and the need for educational programs to raise the health literacy awareness among Saudi population. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Developing android-based science instructional media to improve scientific literacy of junior high school students

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Farida, I. I.; Jumadi; Wilujeng; Senam

2018-04-01

The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

Multimodal Representation Contributes to the Complex Development of Science Literacy in a College Biology Class

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Bennett, William Drew

2011-01-01

This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century…

Disciplinary Literacy from a Speech-Language Pathologist's Perspective

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Ehren, Barbara J.; Murza, Kimberly A.; Malani, Melissa D.

2012-01-01

Disciplinary literacy is an increasingly popular focal area in adolescent literacy. In disciplinary literacy, the discourse features of specific knowledge domains (e.g., literature, history, science, and math) assume major importance in understanding and constructing meaning in each discipline. Because language plays a significant role in…

Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment

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House, J. Daniel; Telese, James A.

2015-01-01

Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to…

Computerized versus hand-scored health literacy tools: a comparison of Simple Measure of Gobbledygook (SMOG) and Flesch-Kincaid in printed patient education materials.

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Grabeel, Kelsey Leonard; Russomanno, Jennifer; Oelschlegel, Sandy; Tester, Emily; Heidel, Robert Eric

2018-01-01

The research compared and contrasted hand-scoring and computerized methods of evaluating the grade level of patient education materials that are distributed at an academic medical center in east Tennessee and sought to determine if these materials adhered to the American Medical Association's (AMA's) recommended reading level of sixth grade. Librarians at an academic medical center located in the heart of Appalachian Tennessee initiated the assessment of 150 of the most used printed patient education materials. Based on the Flesch-Kincaid (F-K) scoring rubric, 2 of the 150 documents were excluded from statistical comparisons due to the absence of text (images only). Researchers assessed the remaining 148 documents using the hand-scored Simple Measure of Gobbledygook (SMOG) method and the computerized F-K grade level method. For SMOG, 3 independent reviewers hand-scored each of the 150 documents. For F-K, documents were analyzed using Microsoft Word. Reading grade levels scores were entered into a database for statistical analysis. Inter-rater reliability was calculated using intra-class correlation coefficients (ICC). Paired t -tests were used to compare readability means. Acceptable inter-rater reliability was found for SMOG (ICC=0.95). For the 148 documents assessed, SMOG produced a significantly higher mean reading grade level (M=9.6, SD=1.3) than F-K (M=6.5, SD=1.3; p SMOG method of assessment, 147 of the 148 documents (99.3%) scored above the AMA's recommended reading level of sixth grade. Computerized health literacy assessment tools, used by many national patient education material providers, might not be representative of the actual reading grade levels of patient education materials. This is problematic in regions like Appalachia because materials may not be comprehensible to the area's low-literacy patients. Medical librarians have the potential to advance their role in patient education to better serve their patient populations.

Scientific Literacy in Food Education: Gardening and Cooking in School

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Strohl, Carrie A.

Recent attention to socio-scientific issues such as sustainable agriculture, environmental responsibility and nutritional health has spurred a resurgence of public interest in gardening and cooking. Seen as contexts for fostering scientific literacy---the knowledge domains, methodological approaches, habits of mind and discourse practices that reflect one's understanding of the role of science in society, gardening and cooking are under-examined fields in science education, in part, because they are under-utilized pedagogies in school settings. Although learning gardens were used historically to foster many aspects of scientific literacy (e.g., cognitive knowledge, norms and methods of science, attitudes toward science and discourse of science), analysis of contemporary studies suggests that science learning in gardens focuses mainly on science knowledge alone. Using multiple conceptions of scientific literacy, I analyzed qualitative data to demonstrate how exploration, talk and text fostered scientific literacy in a school garden. Exploration prompted students to engage in scientific practices such as making observations and constructing explanations from evidence. Talk and text provided background knowledge and accurate information about agricultural, environmental and nutritional topics under study. Using a similar qualitative approach, I present a case study of a third grade teacher who explicitly taught food literacy through culinary arts instruction. Drawing on numerous contextual resources, this teacher created a classroom community of food practice through hands-on cooking lessons, guest chef demonstrations, and school-wide tasting events. As a result, she promoted six different types of knowledge (conceptual, procedural, dispositional, sensory, social, and communal) through leveraging contextual resources. This case study highlights how food literacy is largely contingent on often-overlooked mediators of food literacy: the relationships between

Solar Eclipse: Concept of “Science” and “Language” Literacy

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Haristiani, N.; Zaen, R.; Nandiyanto, A. B. D.; Rusmana, A. N.; Azis, F.; Danuwijaya, A. A.; Abdullah, A. G.

2018-02-01

The purpose of this study was to evaluate the concept of science and language literacy of solar eclipse. The study was conducted through a survey to 250 students with different ages (from 17 to 23 years old), grades, and majors in Universitas Pendidikan Indonesia. The survey was completed with a questionnaire consisting of 41 questions. In the case of the language literacy, experimental results showed that various expressions in facing the solar eclipse phenomenon are found. Relating to the science literacy, most students have good science understanding to the solar eclipse phenomenon. In conclusion, the understanding about the solar eclipse is affected by formal science education and religion understanding that they have been accepted since their childhood. These factors have also influenced the belief of Indonesian people to the solar eclipse myth and the way of expressions a language literacy.

Surviving the Implementation of a New Science Curriculum

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Lowe, Beverly; Appleton, Ken

2015-01-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

Program for International Student Assessment (PISA) 2006 and Scientific Literacy: A Perspective for Science Education Leaders

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Bybee, Rodger W.

2009-01-01

This article describes the idea of scientific literacy as defined in PISA, discusses relevant results of PISA, and clarifies meaningful relationships between PISA data and scientific competencies of U.S. students. Finally, the author includes insights and recommendations for contemporary leadership in science education. (Contains 8 tables and 1…

Assessment of health literacy and numeracy among Spanish-Speaking parents of young children: validation of the Spanish Parental Health Literacy Activities Test (PHLAT Spanish).

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Yin, H Shonna; Sanders, Lee M; Rothman, Russell L; Mendelsohn, Alan L; Dreyer, Benard P; White, Richard O; Finkle, Joanne P; Prendes, Stefania; Perrin, Eliana M

2012-01-01

To assess the health literacy and numeracy skills of Spanish-speaking parents of young children and to validate a new Spanish language health literacy assessment for parents, the Spanish Parental Health Literacy Activities Test (PHLAT Spanish). Cross-sectional study of Spanish-speaking caregivers of young children (validated tests of health literacy (S-TOFHLA) and numeracy (WRAT-3 Arithmetic). Psychometric analysis was used to examine item characteristics of the PHLAT-10 Spanish, to assess its correlation with sociodemographics and performance on literacy/numeracy assessments, and to generate a shorter 8-item scale (PHLAT-8). Of 176 caregivers, 77% had adequate health literacy (S-TOFHLA), whereas only 0.6% had 9th grade or greater numeracy skills. Mean PHLAT-10 score was 41.6% (SD 21.1). Fewer than one-half (45.5%) were able to read a liquid antibiotic prescription label and demonstrate how much medication to administer within an oral syringe. Less than one-third (31.8%) were able to interpret a food label to determine whether it met WIC (Special supplemental nutrition program for Women, Infants, and Children) guidelines. Greater PHLAT-10 score was associated with greater years of education (r = 0.49), S-TOFHLA (r = 0.53), and WRAT-3 (r = 0.55) scores (P Spanish-speaking parents have difficulty performing health-related literacy and numeracy tasks. The Spanish PHLAT demonstrates good psychometric characteristics and may be useful for identifying parents who would benefit from receiving low-literacy child health information. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Young African American children constructing identities in an urban integrated science-literacy classroom

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Kane, Justine M.

This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which the four children saw and performed themselves as students and as science students in their classroom. Interview data were used for the narrative analysis and classroom Discourse and artifacts were used for the discursive analysis. A constructivist grounded theory framework was adopted for both analyses. The findings highlight the diversity and richness of perspectives and forms of engagement these young children shared and enacted, and help us see African American children as knowers, doers, and talkers of science individually and collectively. In their stories about themselves, all the children identified themselves as smart but they associated with smartness different characteristics and practices depending on their strengths and preferences. Drawing on the children's social, cultural, and ethnolinguistic resources, the dialogic and multimodal learning spaces facilitated by their teacher allowed the children to explore, negotiate, question, and learn science ideas. The children in this study brought their understandings and ways of being into the "lived-in" spaces co-created with classmates and teacher and influenced how these spaces were created. At the same time, each child's ways of being and understandings were shaped by the words, actions, behaviors, and feelings of peers and teacher. Moreover, as these four children engaged with science-literacy activities, they came to see themselves as competent, creative, active participants in science learning. Although their stories of "studenting" seemed dominated by following rules and being well-behaved, their stories of "sciencing" were filled with exploration, ingenuity

The impact of health and financial literacy on decision making in community-based older adults.

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James, Bryan D; Boyle, Patricia A; Bennett, Jarred S; Bennett, David A

2012-01-01

Health and financial literacy have been linked to the health and well-being of older adults, yet there are few data on how health and financial literacy actually impact decision making regarding healthcare and economic choices in advanced age. To examine the association of health and financial literacy with decision making in older adults. Data came from 525 community-dwelling older persons without dementia from the Rush Memory and Aging Project, an ongoing longitudinal study of aging. Health and financial literacy were assessed via a series of questions designed to measure comprehension of health and financial information and concepts. The two scores were averaged to yield a total literacy score. A modified, 12-item version of the Decision-Making Competence Assessment Tool was used to measure financial and healthcare decision making (6 items each), using materials designed to approximate those used in real world settings. All 12 items were summed to yield a total decision-making score. Associations were tested via linear regression models adjusted for age, sex and education. Secondary models adjusted for global cognitive function, income, depression and chronic medical conditions. On average, participants correctly answered 67% of the literacy questions (health literacy = 61.6%, SD = 18.8% and financial literacy = 72.5%, SD = 16.0%). After adjustment for cognitive function, the total literacy score was positively associated with the decision-making total score (estimate = 0.64, SE = 0.08, p financial decision making (estimate = 0.28, SE = 0.05, p literacy, health and financial literacy all were independently associated with decision making in models adjusted for covariates including income, depression, and chronic medical conditions (all p values literacy and healthcare decision making was stronger among older persons, poorer persons and persons at the lower ranges of cognitive ability. Among community based older persons without dementia, higher levels of health

Oral health literacy and information sources among adults in Tehran, Iran.

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Sistani, M M Naghibi; Yazdani, R; Virtanen, J; Pakdaman, A; Murtomaa, H

2013-09-01

To assess oral health literacy level and oral health information of Iranian adults in Tehran, and to determine the factors related to oral health literacy. A cross-sectional population study. A random sample of 1,031 adults in Tehran, Iran. Oral health literacy was measured using an oral health adult literacy questionnaire (OHL-AQ). Variation in use of information sources by socio-economic and demographic background was estimated by odds ratios. A multiple linear regression model served to determine predictor factors of OHL-AQ scores controlling for characteristics of the subjects and number of information sources. The mean OHL-AQ score was 10.5 (sd 3.0). Women (p information were dentists (52.6%), and TV/Radio (49.5%). According to the regression model, females (p = 0.001), high educational level (p information sources (two sources p = 0.01, three sources or more p = 0.002) were the main predictor factors of OHL-AQ scores. The average oral health literacy level of Iranian adults was low. Disseminating evidence-based oral health care information from multiple sources including TV/radio, dentists, and other health professionals in different settings should improve public oral health literacy.

A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

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Babaci-Wilhite, Zehlia

2017-06-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar's recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author's own research during the initial stage of the change (2010-2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities - "do it, say it, read it, write it" - a "hands-on" experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their

Fostering Scientific Literacy: Establishing Social Relevance via the Grand Challenges

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Lyford, M. E.; Myers, J. D.; Buss, A.

2010-12-01

Numerous studies and polls suggest the general public’s understanding of science and scientific literacy remain woefully inadequate despite repeated calls for improvement over the last 150 years. This inability to improve scientific literacy significantly is a complex problem likely driven by a number of factors. However, we argue that past calls and efforts for improving scientific literacy have failed to: 1) articulate a truly meaningful justification for society to foster a scientifically literate public; 2) provide a rationale that motivates individuals of diverse backgrounds to become scientifically literate; 3) consider the impact of personal perspective, e.g. values, beliefs, attitudes, etc., on learning; and 4) offer a relevant and manageable framework in which to define scientific literacy. For instance, past calls for improving scientific literacy, e.g. the U.S. is behind the Soviets in the space race, U.S students rank below country X in math and science, etc., have lacked justification, personal motivation and a comprehensive framework for defining scientific literacy. In these cases, the primary justification for improving science education and scientific literacy was to regain international dominance in the space race or to advance global standing according to test results. These types of calls also articulate short-term goals that are rendered moot once they have been achieved. At the same time, teaching practices have commonly failed to consider the perspectives students bring to the classroom. Many STEM faculty do not address issues of personal perspective through ignorance or the desire to avoid controversial subjects, e g. evolution, climate change. We propose that the ‘grand challenges’ (e.g., energy, climate change, antibacterial resistance, water, etc.) humankind currently faces provides a compelling framework for developing courses and curricula well-suited for improving scientific literacy. A grand challenge paradigm offers four

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

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Frias, Ramon

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.

The Status of Science Education in Illinois Scientific Literacy Target Schools, K-6, 1994. A Study.

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Finson, Kevin D.; Beaver, John B.

The Illinois State Board of Education's Scientific Literacy Project provided extra funds to certain schools with the intent of creating demonstration schools useful as models for other schools to improve their science education programs. The study described in this document examined the impact of these funds on the target schools and attempted to…

Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science

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Beaulieu, Stace E.; Emery, Emery; Brickley, Annette; Spargo, Abbey; Patterson, Kathleen; Joyce, Katherine; Silva, Tim; Madin, Katherine

2015-01-01

Digital globes are new technologies increasingly used in informal and formal education to display global datasets and show connections among Earth systems. But how effective are digital globes in advancing public literacy in Earth system science? We addressed this question by developing new content for digital globes with the intent to educate and…

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

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Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

Promotion of scientific literacy: Bangladeshi teachers' perspectives and practices

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Sarkar, Mahbub; Corrigan, Deborah

2014-05-01

Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life - an aim consistent with the notion of scientific literacy. Purpose: This paper reports Bangladeshi science teachers' perspectives and practices in regard to the promotion of scientific literacy. Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications. Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers' science lessons, interviewing them twice - once before and once after the lesson observation, and interviewing their students in focus groups. Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students' difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic

Literacy for Real: Reading, Thinking, and Learning in the Content Areas. Language & Literacy Practitioners Bookshelf

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Lent, ReLeah Cossett

2009-01-01

Written for the busy practitioner by an experienced professional development consultant, writer, and speaker, "Literacy for Real" is a hands-on guide to meaningful reading across the content areas of math, science, and social studies in grades 6-12. It presents key information that addresses all types of 21st century literacy--visual, digital, and…

The role of media literacy in body dissatisfaction and disordered eating: A systematic review.

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McLean, Siân A; Paxton, Susan J; Wertheim, Eleanor H

2016-12-01

This study comprised a systematic review of literature examining empirical relationships between levels of media literacy and body dissatisfaction and disordered eating. The review aimed to integrate research on this topic. Electronic databases were searched for key concepts: media literacy, body dissatisfaction, and disordered eating. Media literacy measures were coded for consistency with media literacy constructs. Sixteen eligible studies were identified. Cross-sectional outcomes depended upon the media literacy construct assessed. Some relationships between high scores on measures consistent with media literacy constructs and low scores on body dissatisfaction and related attitudes were found. Media literacy-based interventions revealed improvements in media literacy constructs realism scepticism, influence of media, and awareness of media motives for profit, and improvements in body-related variables, but not disordered eating. Further research examining relationships between theoretically driven media literacy constructs and body and eating concerns is needed. Recommendations are made for evaluating media literacy-based eating disorder prevention. Copyright © 2016 Elsevier Ltd. All rights reserved.

Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

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Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-09-01

As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.

The Whole Student: Cognition, Emotion, and Information Literacy

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Matteson, Miriam L.

2014-01-01

Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students' information literacy scores. Two…

Connecting Research in Science Literacy and Classroom Practice: A Review of Science Teaching Journals in Australia, the UK and the United States, 1998-2008

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Hand, Brian; Yore, Larry D.; Jagger, Susan; Prain, Vaughan

2010-01-01

In the last 15 years (1994-2009), there has been considerable increased research interest in: (1) characterising the distinctive nature and constitutive elements of science literacy and (2) investigating classroom practices or necessary conditions that enable students to acquire this disciplinary capacity. This raises the question of the extent to…

Literacy not intelligence moderates the relationships between economic development, income inequality and health.

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Marks, David F

2007-05-01

Kanazawa (2006) presented data allegedly supporting a racist version of evolutionary psychology that claims that the populations of wealthier and more egalitarian societies live longer and stay healthier, not because they are wealthier and more egalitarian, but because they are more intelligent. The objectives of this study are: (i) to determine the relationship between IQ and literacy in Kanazawa's sample of countries and (ii) to reanalyse Kanazawa's dataset using measures of literacy in lieu of national IQ test scores. Correlation and regression were employed. National literacy scores across the countries in the sample are highly skewed. In spite of this, the literacy measures are highly correlated with alleged differences in national IQ (r = .83-.86). The measure of literacy together with economic development (GDPpc) and income inequality (Gini coefficient) control at least 59-64% of the variance in national life expectancy at birth. There is no scientific justification for believing that alleged intelligence differences play any role in explaining international differences in health status. Measures of alleged national IQ scores are highly confounded with differences in literacy. Literacy is a key factor in the health of any community and policies designed to enhance the literacy of a population are expected to lead to significant improvements in health status.

Scientific Literacy of High School Students.

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Lucas, Keith B.; Tulip, David F.

This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…

Creating a Screening Measure of Health Literacy for the Health Information National Trends Survey.

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Champlin, Sara; Mackert, Michael

2016-03-01

Create a screening measure of health literacy for use with the Health Information National Trends Survey (HINTS). Participants completed a paper-based survey. Items from the survey were used to construct a health literacy screening measure. A population-based survey conducted in geographic areas of high and low minority frequency and in Central Appalachia. Two thousand nine hundred four English-speaking participants were included in this study: 66% white, 93% completed high school, mean age = 52.53 years (SD = 16.24). A health literacy screening measure was created using four items included in the HINTS survey. Scores could range from 0 (no questions affirmative/correct) to 4 (all questions answered affirmatively/correctly). Multiple regression analysis was used to determine whether demographic variables known to predict health literacy were indeed associated with the constructed health literacy screening measure. The weighted average health literacy score was 2.63 (SD = 1.00). Those who were nonwhite (p = .0005), were older (p literacy screening measure scores. This study highlights the need to assess health literacy in national surveys, but also serves as evidence that screening measures can be created within existing datasets to give researchers the ability to consider the impact of health literacy. © The Author(s) 2016.

Health literacy and the clozapine patient.

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Brosnan, Susan; Barron, Elizabeth; Sahm, L J

2012-01-01

To estimate the prevalence of limited health literacy in patients receiving clozapine for schizophrenia. To develop and produce a pharmacist-designed clozapine patient information leaflet (PIL) which has a higher readability score than the company-produced PIL. This was a cross sectional prevalence study. Ethical approval for the study was granted by the local ethics committee. Patients, over 18 years, attending the Clozapine Clinic of a Cork urban teaching hospital, were asked to participate in the study. Demographics such as gender, age, employment and smoking status, were gathered from all participants. The total daily clozapine dose, duration of clozapine treatment, and information regarding the clozapine DVD was also noted. The Rapid Estimate of Adult Literacy in Medicine (REALM) health literacy (HL) screening tool was then administered to each patient. A user-friendly PIL on clozapine was designed by the pharmacist, which was assessed for readability and compared to the company-produced PIL using the FRES and FKGL. Data were analysed using SPSS Version 15. Forty patients (65% male, 95% unemployed and 70% smokers) of average age 38.0 years (+/- 11.2) completed the REALM. The average score was 60.6 (+/- 8.7). Twenty-nine patients (72.5%) were found to have "adequate" health literacy. The remaining eleven patients were found to have either "marginal" or "low" health literacy. The pharmacist-designed PIL would have been readable by 95% of the study population, in contrast to 72.5% with the company-designed PIL. More than a quarter of the population were found to have marginal or low health literacy. Patient information should be matched to the health literacy level of the target population.

Analysis of student’s scientific literacy skills through socioscientific issue’s test on biodiversity topics

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Purwani, L. D.; Sudargo, F.; Surakusumah, W.

2018-05-01

The aim of this study was to describe student’s scientific literacy skills on biodiversity topics at grade X of senior high school. Dimension of scientific literacy that was asses is science’s competence and attitude towards science. The science competency tests and attitude rating scale based on biodiversity’s socio-scientific issue is used to measure scientific literacy skills. The result of study showed that student’s scientific literacy skills for science competence dimension are low (15.84% for class A and 19.50% for class B) and also for attitude toward science dimension (31.15% for class A and 37.05%). We concluded that student’s scientific literacy skills are low (23.49% and 28.55%).

Effectiveness of Education Module Implementation on Increasing Islamic Financial Literacy and Halal Literacy of MSMEs Perpetrators

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Ikka Nur Wahyuny

2018-03-01

Full Text Available This research was conducted to measure the impact of the implementation of Islamic Financial Literacy Education Module and Halal Product for Micro, Small and Medium Enterprises (MSMEs. The population in this study is the perpetrators of SMEs that run their business in the region of Yogyakarta Special Region. The sampling technique used is purposive sampling so that the sample used is 60 with the division of 30 experimental group and 30 people as the control group. Development of media using ADDIE model. Educational module has been through the phase of analysis, design, development, and implementation of MSMEs. At the evaluation stage, measurements are made to the perpetrators of SMEs with paired t test. The results of effectiveness test show the use of Islamic Financial Literacy Education Module and Halal Product can increase Islamic financial literacy and halal literacy of MSMEs perpetrators. Increased Islamic financial literacy and halal literacy can be seen from the average score before and after the use of Islamic financial literacy learning module and halal literacy. The conclusion of this research is a module with an important syariah theme done to provide ease in the transfer of knowledge of Islamic financial management and halal literacy for MSMEs.

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

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Owen-Stone, Deborah S.

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study

Relationships Between eHealth Literacy and Health Behaviors in Korean Adults.

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Kim, Sun-Hee; Son, Youn-Jung

2017-02-01

The Internet is a useful and accessible source for health-related information for modern healthcare consumers. Individuals with adequate eHealth literacy have an incentive to use the Internet to access health-related information, and they consider themselves capable of using Web-based knowledge for health. This cross-sectional study aimed to describe the relationship between eHealth literacy and health behaviors. A total of 230 adults aged 18 to 39 years and residing in South Korea participated in the study. The mean (SD) score for eHealth literacy was 25.52 (4.35) of a total possible score of 40. The main source of health information was the Internet. Using hierarchical linear regression, the results showed that eHealth literacy was the strongest predictor of health behaviors after adjusting for general characteristics. These findings indicate that eHealth literacy can be an important factor in promoting individual health behaviors. Further research on eHealth literacy and actual health behaviors including intention and self-reported health behaviors are required to explain the impact of eHealth literacy on overall health status.

Embedding Multiple Literacies into STEM Curricula

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Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff

2014-01-01

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries.

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Schulte, Stephanie J; Knapp, Maureen

2017-10-01

In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework. This study utilized a descriptive electronic survey. Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction. The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.

Correlates of health and financial literacy in older adults without dementia

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Bennett Jarred S

2012-06-01

Full Text Available Abstract Background Recent research has begun to recognize the important influence of literacy levels and how they affect health and wellbeing, especially in older adults. Our study focuses on health and financial literacy, two domains of literacy which previous research has suggested may be significantly related to health and wellbeing. Our study examines the relation of health and financial literacy with health promoting behaviors and health status among community-based older persons. Methods We conducted a cross-sectional study using data from the Rush Memory and Aging Project, a community-based cohort study of aging in northeastern Illinois. The study consisted of 556 older persons without dementia, each determined by a clinical evaluation. Health and financial literacy were measured using a series of questions designed to assess the ability to understand and process health and financial information, concepts, and numeracy; the two scores were averaged to yield a total literacy score. Health promoting behaviors, including engagement in cognitive, physical, and social activities, were assessed using self report measures. Indicators of heath status, including cognition (global cognition and five specific cognitive abilities, functional status (basic and instrumental activities of daily living, mobility disability, and mental health (depressive symptoms, loneliness were assessed. Results In a series of regression models adjusted for age, sex, and education, higher total literacy scores were associated with more frequent participation in health promoting behaviors, including cognitive, physical and social activities (all p values Conclusions Health and financial literacy are associated with more frequent engagement in health promoting behaviors and better health status in older persons without dementia.

A translational bioengineering course provides substantial gains in civic scientific literacy.

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Richards-Kortum, Rebecca; Buckley, Deanna; Schwarz, Richard A; Atkinson, E Neely; Follen, Michele

2007-08-01

A growing number of essential consumer choices and public policy issues require a basic level of scientific literacy. Recent studies suggest as many as three-quarters of adults are unable to read and understand news accounts of scientific advances and controversies. In response to this challenge, a new course for non-science majors, Bioengineering and World Health, was designed to improve biomedical literacy. The goal of this study was to compare scientific literacy of students enrolled in the course to that of two groups of students who had not taken the course; the first control group included students majoring in Biomedical Engineering (BME), the second included those majoring in Liberal Arts or Natural Sciences. Small group interviews in which students discussed science news accounts from the popular press were used to assess scientific literacy. Students in Bioengineering and World Health showed increasing scientific literacy throughout the course. At the conclusion of Bioengineering and World Health, the mean scientific literacy of students in the course was significantly higher than that in both control groups. Students were stratified by the number of semester credit hours completed in science, math, engineering and technology (SME&T) courses. Regardless of number of SME&T hours completed, the mean scientific literacy of students completing Bioengineering and World Health was equivalent to that of BME majors who had completed more than 60 semester credit hours of SME&T coursework, suggesting that a single introductory course can significantly influence scientific literacy as measured by participant's ability to discuss medical innovations from a common news source.

Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts

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Daniel Alves Escodino

2013-12-01

Full Text Available In this work we aimed to determine the level of Molecular Biology (MB science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts.

Information Literacy Skills Are Positively Correlated with Writing Grade and Overall Course Performance

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Rachel Elizabeth Scott

2017-06-01

Full Text Available A Review of: Shao, X., & Purpur, G. (2016. Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6, 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006 Abstract Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade. Design – Online, multiple-choice survey. Setting – Public research university in North Carolina, United States of America. Subjects – Freshmen students enrolled in either first-year seminar (UCO1200 or basic English writing course (ENG1000. Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category, number of library instruction sessions attended, and the names of library services utilized. The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized. Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004 and final course grades (n=345, r=0.112, p=0.037. Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007, and final

Measuring Nutrition Literacy in Spanish-Speaking Latinos: An Exploratory Validation Study.

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Gibbs, Heather D; Camargo, Juliana M T B; Owens, Sarah; Gajewski, Byron; Cupertino, Ana Paula

2017-11-21

Nutrition is important for preventing and treating chronic diseases highly prevalent among Latinos, yet no tool exists for measuring nutrition literacy among Spanish speakers. This study aimed to adapt the validated Nutrition Literacy Assessment Instrument for Spanish-speaking Latinos. This study was developed in two phases: adaptation and validity testing. Adaptation included translation, expert item content review, and interviews with Spanish speakers. For validity testing, 51 participants completed the Short Assessment of Health Literacy-Spanish (SAHL-S), the Nutrition Literacy Assessment Instrument in Spanish (NLit-S), and socio-demographic questionnaire. Validity and reliability statistics were analyzed. Content validity was confirmed with a Scale Content Validity Index of 0.96. Validity testing demonstrated NLit-S scores were strongly correlated with SAHL-S scores (r = 0.52, p internal consistency was excellent (Cronbach's α = 0.92). The NLit-S demonstrates validity and reliability for measuring nutrition literacy among Spanish-speakers.

The National Benchmark Test of quantitative literacy: Does it ...

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This article explores the relationship between these two standardised assessments in the domain of mathematical/quantitative literacy. This is accomplished through a Pearson correlation analysis of 6,363 test scores obtained by Grade 12 learners on the NSC Mathematical Literacy examination and the Quantitative ...

Quality and Health Literacy Demand of Online Heart Failure Information.

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Cajita, Maan Isabella; Rodney, Tamar; Xu, Jingzhi; Hladek, Melissa; Han, Hae-Ra

The ubiquity of the Internet is changing the way people obtain their health information. Although there is an abundance of heart failure information online, the quality and health literacy demand of these information are still unknown. The purpose of this study is to evaluate the quality and health literacy demand (readability, understandability, and actionability) of the heart failure information found online. Google, Yahoo, Bing, Ask.com, and DuckDuckGo were searched for relevant heart failure Web sites. Two independent raters then assessed the quality and health literacy demand of the included Web sites. The quality of the heart failure information was assessed using the DISCERN instrument. Readability was assessed using 7 established readability tests. Finally, understandability and actionability were assessed using the Patient Education Materials Assessment Tool for Print Materials. A total of 46 Web sites were included in this analysis. The overall mean quality rating was 46.0 ± 8.9 and the mean readability score was 12.6 grade reading level. The overall mean understandability score was 56.3% ± 16.2%. Finally, the overall mean actionability score was 34.7% ± 28.7%. The heart failure information found online was of fair quality but required a relatively high health literacy level. Web content authors need to consider not just the quality but also the health literacy demand of the information found in their Web sites. This is especially important considering that low health literacy is likely prevalent among the usual audience.

Literacy Coaching through Teachers' Lenses: A Phenomenological Study

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Davis, Stephanie Lee

2016-01-01

With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to improve reading test scores. This study seeks sought to understand teachers' perceptions of literacy coaching to answer this primary research question: "What meanings do teachers make of literacy…

Literacy Skills Development for Tertiary Institutions: A Case Study of ...

African Journals Online (AJOL)

Literacy Skills Development for Tertiary Institutions: A Case Study of the University of Calabar. ... These were drawn from five faculties, namely Education, Social Sciences, Law, Arts and Agriculture. The study observed that there is a ... more literacy skills. Key Words: Literacy skills, university, Nigeria, tertiary institution ...

The profile of high school students’ scientific literacy on fluid dynamics

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Parno; Yuliati, L.; Munfaridah, N.

2018-05-01

This study aims to describe the profile of scientific literacy of high school students on Fluid Dynamics materials. Scientific literacy is one of the ability to solve daily problems in accordance with the context of materials related to science and technology. The study was conducted on 90 high school students in Sumbawa using survey design. Data were collected using an instrument of scientific literacy for high school students on dynamic fluid materials. Data analysis was conducted descriptively to determine the students’ profile of scientific literacy. The results showed that high school students’ scientific literacy on Fluid Dynamics materials was in the low category. The highest average is obtained on indicators of scientific literacy i.e. the ability to interpret data and scientific evidence. The ability of scientific literacy is related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can trace this ability such as Science, Technology, Engineering, and Mathematics (STEM).

The effects of scientific literacy on participation to political decision making

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Süerdem Ahmet

2016-01-01

Full Text Available The low levels of scientific literacy among the general public in a society where technology penetrates all aspects of everyday life creates major citizenship problems. One of the main goals of education is increasing the civic scientific literacy of the citizens besides preparing students for science based vocations. Well educated human capital stock is important for informed decision making as well as the development of research and development activities. The quality of policy decisions is highly dependent on the level of interest, information and attitudes towards S&T. Making conscious decisions about S&T related developments is substantial for democratic participation of the public to policy making. Increasing complexity of science and technology related issues creates a gap between expert and citizen knowledge. Scientific literacy decreases this gap in terms of creating a knowledgeable approach to the controversies around scientific issues. The aim of this study is to make an operational model for explaining how civic scientific literacy affects public understanding of science and these in turn influence participation to political decision making. We analyse the effects of scientific literacy and other public understanding of science variables on participation to political decision making.

The Impact of Media Literacy Intervention on the Students\\' Attitudes about Self-Medication of Slimming Supplements

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Mahnaz Solhi

2016-05-01

Full Text Available Background and objective: Self-medication of slimming supplements has increased. Media advertising is involved in this field. The aim of the present study was to determine the effect of media literacy educational intervention in the students' attitudes about self-medication of slimming supplements among the female dormitories in University of Medical Sciences in Iran. Methods: In this quasi-experimental study of controlled type, 98 students were selected by multistage cluster sampling method and randomly divided into two groups of 49 tests and 49 control. The data collecting instruments were the researcher-made questionnaire about media literacy and attitude on self-medication of slimming pills, BICI questionnaire of body image, and SEI Cooper Smith's questionnaire of self-esteem. Based on the results obtained from the questionnaires early completion, an appropriate educational intervention was designed and carried out. One and three months after the intervention, data was gathered and analyzed in (16 SPSS software using descriptive and analytical tests. Results: Before the intervention, the mean scores of attitude, body image, self-esteem, and dimensions of media literacy in both groups were moderate, and there was no significant difference between them. Also, positive correlations were observed in the experiment group between attitude and knowledge (r = 0.99, p = 0.001, critical thinking (r = 0.61, p = 0.001 and analysis (r=0.37, p=0.009. One and three months after the intervention, the mean scores of  body image, self-esteem, and dimensions of media literacy were  observed significant in  both groups (p <0.05. Conclusion: Media literacy education was effective in promoting the attitude about slimming supplements. Paper Type: Research Article.

Cell phone-based health education messaging improves health literacy.

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Zhuang, Runsen; Xiang, Yueying; Han, Tieguang; Yang, Guo-An; Zhang, Yuan

2016-03-01

The ubiquity of cell phones, which allow for short message service (SMS), provides new and innovative opportunities for disease prevention and health education. To explore the use of cell phone-based health education SMS to improve the health literacy of community residents in China. A multi-stage random sampling method was used to select representative study communities and participants ≥ 18 years old. Intervention participants were sent health education SMSs once a week for 1 year and controls were sent conventional, basic health education measures. Health literacy levels of the residents before and after the intervention were evaluated between intervention and control groups. Public health literacy scores increased 1.5 points, from 61.8 to 63.3, after SMS intervention for 1 year (P<0.01); the increase was greater for males than females (2.01 vs. 1.03; P<0.01) and for Shenzhen local residents than non-permanent residents (2.56 vs. 1.14; P<0.01). The frequency of high health literacy scores was greater for the intervention than control group (22.03% to 30.93% vs. 22.07% to 20.82%). With health literacy as a cost-effective index, the cost-effectiveness per intervention was 0.54. SMS may be a useful tool for improving health literacy.

Graduate Students May Need Information Literacy Instruction as Much as Undergraduates

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Robin Elizabeth Miller

2014-09-01

Full Text Available A Review of: Conway, Kate. (2011. How prepared are students for postgraduate study? A comparison of the information literacy skills of commencing undergraduate and postgraduate studies students at Curtin University. Australian Academic & Research Libraries, 42(2, 121-135. Abstract Objective – To determine whether there is a difference in the information literacy skills of postgraduate and undergraduate students beginning an information studies program, and to examine the influence of demographic characteristics on information literacy skills. Design – Online, multiple choice questionnaire to test basic information literacy skills. Setting – Information studies program at a large university in Western Australia. Subjects – 64 information studies students who responded to an email invitation to participate in an online questionnaire, a 44% response rate. Of those responding, 23 were undergraduates and 41 were postgraduates. Methods – Over the course of two semesters, an online survey was administered. In order to measure student performance against established standards, 25 test questions were aligned with the Australian and New Zealand Information Literacy Framework (ANZIIL (Bundy, 2004, an adapted version of the ACRL Information Literacy Standards for Higher Education (Association of College & Research Libraries, 2000. In the first semester that the survey was administered, 9 demographic questions were asked and 11 in the second semester. Participants were invited to respond voluntarily to the questionnaire via email. Results were presented as descriptive statistics, comparing undergraduate and postgraduate student performance. The results were not tested for statistical significance and the author did not control for confounding variables. Main Results – Postgraduate respondents scored an average of 77% on the test questionnaire, while undergraduates scored an average of 69%. The 25% of respondents who had previous work experience

Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Directory of Open Access Journals (Sweden)

Sawitri Agustrianti

2016-07-01

Full Text Available Motivation and gender are claimed to have significant roles to the success of language learning, particularly in literacy skills. This study examined the relationship of students’ motivation in English learning and their literacy skills across gender. It involved 100 students enrolled in English Education Study Program, Tadulako University, Palu City, Central Sulawesi Province, Indonesia. Data were collected through questionnaire on motivation in English learning, reading comprehension test, and writing test. The analysis from Spearman rank correlation and independent sample t-test revealed that there were high positive correlations between students’ motivation and literacy skills; and high positive correlations between students’ achievement scores in reading and writing skills. It indicates that when the students had high motivation, they had better scores in their literacy skills. In addition, when the students got high achievement scores in reading skill, their achievement in writing would like to follow suit. This study did not reveal any significant relationship between motivation and gender, as well as between literacy skills and gender.

Linguistic adaptation and psychometric evaluation of original oral health literacy-adult questionnaire (OHL-AQ

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SHALEEN VYAS

2016-10-01

Full Text Available Introduction: Linguistically adapted oral health literacy tools are helpful to assess oral health literacy among local population with clarity and understandability. The original oral health literacy adult questionnaire, Oral Health Literacy Adult Questionnaire, was given in English (2013, consisting of 17 items under 4 domains. The present study rationalizes to culturally adapt and validate Oral Health Literacy Adult Questionnaire into Hindi language. Thus, we objectified to translate Oral Health Literacy Adult Questionnaire into Hindi and test its psychometric properties like reliability and validity among primary school teachers. Methods: The Oral Health Literacy Adult Questionnaire was translated into Oral Health Literacy Adult Questionnaire – Hindi Version using the World Health Organization recommended translation backtranslation protocol. During pre-testing, an expert panel assessed content validity of the questionnaire. Face validity was assessed on a small sample of 10 individuals. A cross-sectional study was conducted (June-July 2015 and OHL-AQ-H was administered on a convenient sample of 170 primary school teachers. Internal consistency and testretest reliability were assessed using Cronbach’s alpha and Intra-class correlation coefficient (ICC, respectively, with 2 weeks interval to ascertain adherence to the questionnaire response. Predictive validity was tested by comparing OHL-AQ-H scores with clinical indicators like oral hygiene scores and dental caries scores. The concurrent and discriminant validity was assessed through self-reported oral health and through negative association with sociodemographic variables. The data was analyzed by descriptive tests using chi-square and bivariate logistic regression in SPSS software, version 20 and p<0.05 was considered as the significance level. Results: The mean OHL-AQ-H score was 13.58±2.82. ICC and Cronbach’s alpha for Oral Health Literacy Adult Questionnaire – Hindi Version

Cardiovascular disease risk and secondary prevention of cardiovascular disease among patients with low health literacy.

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van Schaik, T M; Jørstad, H T; Twickler, T B; Peters, R J G; Tijssen, J P G; Essink-Bot, M L; Fransen, M P

2017-07-01

To explore the association between health literacy and the risk of cardiovascular disease (CVD), and to assess the differential effects by health literacy level of a nurse-coordinated secondary prevention program (NCPP) in patients with coronary artery disease (CAD). Data were collected in two medical centres participating in the RESPONSE trial (Randomised Evaluation of Secondary Prevention by Outpatient Nurse SpEcialists). CVD risk profiles were assessed at baseline and 12-month follow-up using the Systematic Coronary Risk Evaluation (SCORE). Health literacy was assessed by the short Rapid Estimate of Adult Literacy in Medicine (REALM-D) and the Newest Vital Sign (NVS-D); self-reported health literacy was evaluated by the Set of Brief Screening Questions (SBSQ-D). Among 201 CAD patients, 18% exhibited reading difficulties, 52% had difficulty understanding and applying written information, and 5% scored low on self-reported health literacy. Patients with low NVS-D scores had a higher CVD risk [mean SCORE 5.2 (SD 4.8) versus 3.3 (SD 4.1), p literacy levels without significant differences. Inadequate health literacy is prevalent in CAD patients in the Netherlands, and is associated with less favourable CVD risk profiles. Where many other forms of CVD prevention fail, nurse-coordinated care seems to be effective among patients with inadequate health literacy.

Creating Science Education Specialists and Scientific Literacy in Students through a Successful Partnership among Scientists, Science Teachers, and Education Researchers

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Metoyer, S.; Prouhet, T.; Radencic, S.

2007-12-01

The nature of science and the nature of learning are often assumed to have little practical relationship to each other. Scientists conduct research and science teachers teach. Rarely do the scientist and the science teacher have an opportunity to learn from each other. Here we describe results from a program funded by NSF, the Information Technology in Science (ITS) Center for Teaching and Learning. The ITS Center provided the support and structure necessary for successful long-term collaboration among scientists, science teachers, and education researchers that has resulted in the creation of new science education specialists. These specialists are not only among the science teachers, but also include avid recruits to science education from the scientists themselves. Science teachers returned to their classrooms armed with new knowledge of content, inquiry, and ideas for technology tools that could support and enhance students' scientific literacy. Teachers developed and implemented action research plans as a means of exploring educational outcomes of their use and understanding of new technologies and inquiry applied to the classroom. In other words, they tried something different in the class related to authentic inquiry and technology. They then assessed the students' to determine if there was an impact to the students in some way. Many of the scientists, on the other hand, report that they have modified their instructional practices for undergraduate courses based on their experiences with the teachers and the ITS Center. Some joined other collaborative projects pairing scientists and educators. And, many of the scientists continue on-going communication with the science teachers serving as mentors, collaborators, and as an "expert" source for the students to ask questions to. In order to convey the success of this partnership, we illustrate and discuss four interdependent components. First, costs and benefits to the science teacher are discussed through case

Scientific literacy for democratic decision-making

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Yacoubian, Hagop A.

2018-02-01

Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the ideological underpinnings behind a number of the statements within those documents that have defined the trajectory of scientific literacy and have shaped what ought to be considered as personal and societal benefits. I argue that science curricula and policy documents can truly endorse scientific literacy when they embed principles of democratic education at their core. The latter entails fostering learning experiences where some of the underlying assumptions and political ideologies are brought to the conscious level and future citizens encouraged to reflect upon them critically and explicitly. Such a proposal empowers the future citizens to engage in critical deliberation on science-based social issues without taking the underlying status quo for granted. I end up the paper by situating the preparation of scientifically literate citizens within a framework of democratic education, discuss conditions through which a curriculum for scientific literacy can serve democratic decision-making processes, and provide modest recommendations.

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects for English Language Learners

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de Oliveira, Luciana C., Ed.

2016-01-01

This volume in the Common Core State Standards (CCSS) for English Language Learners series was designed to deepen teacher's knowledge and provides instructional approaches and practices for supporting grades 6-12 ELLs as they meet the ambitious expectations of the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. This…

Academic literacy diagnostic assessment in the first semester of first year at university

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Lorinda Palmer

2014-03-01

Full Text Available One vital aspect of the first semester of the first year at university is how academic literacy expectations are made explicit though teaching and assessment practices at the disciplinary level. This paper describes how an academic literacy diagnostic process, and the MASUS tool, was used to ascertain the academic literacy profile of a cohort of undergraduate nursing students [N=569] at the beginning and end of their first semester. Key findings of this quantitative descriptive case study were that only just over half of commencing students possessed appropriate academic literacy skills in all four aspects of the diagnostic and nearly 20% scored in the lowest band—suggesting difficulty with multiple aspects of academic literacy. By the end of semester, 77% of the students who had scored in the lowest band of the MASUS at the beginning of the semester had improved their scores to the middle or highest band, and 73% of them eventually attained a pass or higher grade for the course. The findings of this study suggest that large-scale academic literacy diagnostic assessment, when embedded and contextualized within a course of study, is an effective means of providing the early feedback and targeted support that many commencing university students need.

Framing new research in science literacy and language use: Authenticity, multiple discourses, and the Third Space

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Wallace, Carolyn S.

2004-11-01

This article presents a theoretical framework in the form of a model on which to base research in scientific literacy and language use. The assumption guiding the framework is that scientific literacy is comprised of the abilities to think metacognitively, to read and write scientific texts, and to apply the elements of a scientific argument. The framework is composed of three theoretical constructs: authenticity, multiple discourses, and Bhabha's Third Space. Some of the implications of the framework are that students need opportunities to (a) use scientific language in everyday situations; (b) negotiate readily among the many discourse genres of science; and (c) collaborate with teachers and peers on the meaning of scientific language. These ideas are illustrated with data excerpts from contemporary research studies. A set of potential research issues for the future is posed at the end of the article.

Linguistic adaptation and psychometric evaluation of original Oral Health Literacy-Adult Questionnaire (OHL-AQ).

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Vyas, Shaleen; Nagarajappa, Sandesh; Dasar, Pralhad L; Mishra, Prashant

2016-10-01

Linguistically adapted oral health literacy tools are helpful to assess oral health literacy among local population with clarity and understandability. The original oral health literacy adult questionnaire, Oral Health Literacy Adult Questionnaire, was given in English (2013), consisting of 17 items under 4 domains. The present study rationalizes to culturally adapt and validate Oral Health Literacy Adult Questionnaire into Hindi language. Thus, we objectified to translate Oral Health Literacy Adult Questionnaire into Hindi and test its psychometric properties like reliability and validity among primary school teachers. The Oral Health Literacy Adult Questionnaire was translated into Oral Health Literacy Adult Questionnaire - Hindi Version using the World Health Organization recommended translation back-translation protocol. During pre-testing, an expert panel assessed content validity of the questionnaire. Face validity was assessed on a small sample of 10 individuals. A cross-sectional study was conducted (June-July 2015) and OHL-AQ-H was administered on a convenient sample of 170 primary school teachers. Internal consistency and test-retest reliability were assessed using Cronbach's alpha and Intra-class correlation coefficient (ICC), respectively, with 2 weeks interval to ascertain adherence to the questionnaire response. Predictive validity was tested by comparing OHL-AQ-H scores with clinical indicators like oral hygiene scores and dental caries scores. The concurrent and discriminant validity was assessed through self-reported oral health and through negative association with sociodemographic variables. The data was analyzed by descriptive tests using chi-square and bivariate logistic regression in SPSS software, version 20 and pLiteracy Adult Questionnaire - Hindi Version were 0.94 and 0.70, respectively. Comparisons of varying levels of oral health literacy with self-reported oral health established significant concurrent validity (p=0.01). Significant

To What Extent Do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

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Calado, Florbela M.; Scharfenberg, Franz-Josef; Bogner, Franz X.

2015-01-01

Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students' scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature…

Preparing for the Plunge: Preservice Teachers' Assessment Literacy

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Siegel, Marcelle A.; Wissehr, Cathy

2011-01-01

Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well…

Relative effect of environmental factors, information literacy, course

African Journals Online (AJOL)

Computer literacy, as an aspect of information literacy refers to effectiveness in searching for ... study, that researchers in the sciences use ICT facilities in their information .... Human Kinetics and Health Education, Creative Arts, Chemical Engineering, ... Questions were asked to obtain information on the relative effect of.

Scientific literacy and the social constructivist perspective

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Antić Slobodanka

2015-01-01

Full Text Available The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL, the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live.

[Training, the key to improving eHealth literacy of upper secondary school students].

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Hernández-Rabanal, Carme; Vall, Aurora; Boter, Clara

To explore whether training on strategies to identify and assess health-related information online has a positive impact on students' perception of their own eHealth literacy. The validated eHealth Literacy Scale (eHEALS) was administered to a sample of upper secondary school students, aged 15-18. One week later, they attended a training session on how to search and identify reliable health-related information and resources online. The eHEALS was administered again at the end of this session. Information about gender and school year was collected in both sessions. Perceived eHealth literacy was assessed by comparing the scores obtained before and after the session. Bivariate and multiple linear regressions were completed. Of the 298 students enrolled in upper secondary school (Bachillerato), 285 were included in the study. Approximately 52.28% (149) were female, and 47.72% (136) were male. The mean eHEALS score before the session was 24.19 (range: 8-40), and was 28.54 after it. The training was associated with higher perceived eHealth literacy scores (p <0,0001). Health literacy was positively associated with the usefulness and importance students give the Internet. Attendance at a training session on strategies to identify and assess health-related resources online is associated with higher levels of perceived eHealth literacy. Implementing specific training sessions on eHealth literacy in upper secondary school is a promising approach for enhancing students' eHealth literacy. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

An Investigation of International Science Achievement Using the OECD's PISA 2006 Data Set

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Milford, Todd

School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend

The Climate Literacy Network: Leveraging a Diverse Community to Broaden the Reach of Your Climate Literacy Efforts

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Ledley, T. S.; Carley, S.; Niepold, F.; Duggan-Haas, D. A.; Hollweg, K.; McCaffrey, M. S.

2012-12-01

There are a wide range of programs, activities, and projects focused on improving the understanding of climate science by citizens in a multitude of contexts. While most of these are necessarily customized for the particular audiences, communities, or regions they address, they can learn a lot from each other by sharing their experiences, expertise, and materials. The Climate Literacy Network (CLN, http://cleanet.org/cln), established in 2008 to facilitate the implementation of the Climate Literacy Essential Principles of Climate Science, is a diverse group of over 370 stakeholders with a wide range of expertise in, for example, science, policy, media, arts, economics, psychology, education, and social sciences. The CLN meets virtually weekly to share information about ongoing activities and new resources, discuss controversial public issues and ways to address them, get input from this diverse community on directions individual efforts might take, organize climate literacy sessions at professional meetings, provide input on documents relevant to climate literacy, and address common needs of the individual members. The weekly CLN teleconferences are also a venue for presentations from climate change education efforts to extend their reach and potential impact. The teleconferences are supported by an active listserv that is archived on the CLN website along with recordings of past teleconference and the schedule of upcoming teleconferences (http://cleanet.org/clean/community/cln/telecon_schedule.html). In this presentation we will describe the details of these various activities, give examples of how discussions within the CLN has led to funded efforts and expanded partnerships, and identify ways you can participate in and leverage this very active community.

Promoting Climate Literacy and Conceptual Understanding among In-service Secondary Science Teachers requires an Epistemological Perspective

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Bhattacharya, D.; Forbes, C.; Roehrig, G.; Chandler, M. A.

2017-12-01

Promoting climate literacy among in-service science teachers necessitates an understanding of fundamental concepts about the Earth's climate System (USGCRP, 2009). Very few teachers report having any formal instruction in climate science (Plutzer et al., 2016), therefore, rather simple conceptions of climate systems and their variability exist, which has implications for students' science learning (Francies et al., 1993; Libarkin, 2005; Rebich, 2005). This study uses the inferences from a NASA Innovations in Climate Education (NICE) teacher professional development program (CYCLES) to establish the necessity for developing an epistemological perspective among teachers. In CYCLES, 19 middle and high school (male=8, female=11) teachers were assessed for their understanding of global climate change (GCC). A qualitative analysis of their concept maps and an alignment of their conceptions with the Essential Principles of Climate Literacy (NOAA, 2009) demonstrated that participants emphasized on EPCL 1, 3, 6, 7 focusing on the Earth system, atmospheric, social and ecological impacts of GCC. However, EPCL 4 (variability in climate) and 5 (data-based observations and modeling) were least represented and emphasized upon. Thus, participants' descriptions about global climatic patterns were often factual rather than incorporating causation (why the temperatures are increasing) and/or correlation (describing what other factors might influence global temperatures). Therefore, engaging with epistemic dimensions of climate science to understand the processes, tools, and norms through which climate scientists study the Earth's climate system (Huxter et al., 2013) is critical for developing an in-depth conceptual understanding of climate. CLiMES (Climate Modeling and Epistemology of Science), a NSF initiative proposes to use EzGCM (EzGlobal Climate Model) to engage students and teachers in designing and running simulations, performing data processing activities, and analyzing

Cervical Cancer Literacy in Women of Reproductive Age and Its Related Factors.

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Bazaz, Maryam; Shahry, Parvin; Latifi, Sayed Mahmood; Araban, Marzieh

2017-08-10

Cancer health literacy, which is the ability to search, understand, and use health information to make appropriate health decisions, plays an important role in the use of preventative and screening information. The present study aims to evaluate cervical cancer health literacy in women of reproductive age and its related factors. In this cross-sectional study, 231 women of reproductive age who referred to health centers of Khuzestan Province, Iran, were selected via convenience sampling. A valid and reliable measure was employed to collect information about various dimensions of cervical cancer health literacy, including having access to, reading, understanding, appraising, using, and communicating it. The data collected were analyzed using SPSS 16. Data analysis was conducted by independent sample t test, one-way ANOVA, Spearman's correlation, chi-square, and linear regression. The participants' average health literacy score was 97.88 ± 12.7 (from 135 points), and 47.2% of the participants had limited health literacy. Health literacy was associated with education, employment, income, searching, mothers' and young friends' counseling, and duration of the study time (p literacy scores. In this study, no significant association was observed between age and health literacy. This study indicated that the cervical cancer literacy in women of reproductive age was not at good levels. Health workers should pay more attention to groups who are at greater risk of having low health literacy. Moreover, targeting and tailoring educational interventions with respect to different levels of cervical cancer literacy might increase cervical cancer screening.

Climate Literacy Ambassadors

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Ackerman, S. A.; Mooney, M. E.

2011-12-01

The Climate Literacy Ambassadors program is a collaborative effort to advance climate literacy led by the Cooperative Institute of Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison. With support from NASA, CIMSS is coordinating a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their schools and communities. The complete training involves participation at a teacher workshop combined with web-based professional development content around Global and Regional Climate Change. The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers with content intricately linked to the Climate Literacy: The Essential Principles of Climate Science. Educators who take the course for credit can develop lesson plans or opt for a project of their choosing. This session will showcase select lesson plans and projects, ranging from a district-wide action plan that engaged dozens of teachers to Ambassadors volunteering at the Aldo Leopold Climate Change Nature Center to a teacher who tested a GLOBE Student Climate Research Campaign (SCRC) learning project with plans to participate in the SCRC program. Along with sharing successes from the CIMSS Climate Literacy Ambassadors project, we will share lessons learned related to the challenges of sustaining on-line virtual educator communities.

The effectiveness of multi modal representation text books to improve student's scientific literacy of senior high school students

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Zakiya, Hanifah; Sinaga, Parlindungan; Hamidah, Ida

2017-05-01

The results of field studies showed the ability of science literacy of students was still low. One root of the problem lies in the books used in learning is not oriented toward science literacy component. This study focused on the effectiveness of the use of textbook-oriented provisioning capability science literacy by using multi modal representation. The text books development method used Design Representational Approach Learning to Write (DRALW). Textbook design which was applied to the topic of "Kinetic Theory of Gases" is implemented in XI grade students of high school learning. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using Independent T-test. The results showed that the textbooks which were developed using multi-mode representation science can improve the literacy skills of students. Based on the size of the effect size textbooks developed with representation multi modal was found effective in improving students' science literacy skills. The improvement was occurred in all the competence and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference on the ability of science literacy between class that uses textbooks with multi modal representation and the class that uses the regular textbook used in schools.

Assessment of health literacy of municipal employees in Shemiranat, Iran.

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Solhi, Mahnaz; Jormand, Hanieh

2017-12-01

Health literacy is one of the major determinants of health promotion among individuals and within society. The present study is aimed to determine the health literacy status of office employees in Shemiranat using the native instruments of health literacy for Iranian adults (HELIA). The present descriptive-analytical cross-sectional study was done in 2016-17. It was conducted on 360 office employees in Shemiranat. The samples were selected using a multi-stage simple random sampling method. Data collection tools in this study included HELIA questionnaire. The data were imported into SPSS v.18 software and then analyzed using descriptive statistical indices (mean, SD, number, and percentage) and inferential statistics (Chi-square, Pearson's correlation coefficient, Spearman's correlation coefficient, and Kruskal-Wallis test). Written informed consent was obtained from the employees participating in the study and they were assured about confidentiality. Also, they were informed that participation was voluntary. The mean and standard deviation of the total health literacy score among the studied individuals was 125.99±16.01. The mean score of health literacy in the areas of reading (15.36±2.89) and evaluation (5.01±2.8) among the studied individuals was lower than other dimensions of health literacy. Based on the Chi-square test, there was a statistically significant relationship between health literacy and education level, occupational rank, work place, and work experience (p=0.0001 in all the cases). The individuals with medium and good levels of health literacy acquired most of their health-related information through the Internet, friends, relatives, physicians, and health staff. Health literacy status was not sufficient among the studied staff. Thus, it is recommended to perform promotional interventions in order to improve the health literacy status and its dimensions among these staff.

Empowering Women's Prenatal Communication: Does Literacy Matter?

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Roter, Debra L; Erby, Lori H; Rimal, Rajiv N; Smith, Katherine C; Larson, Susan; Bennett, Ian M; Cole, Katie Washington; Guan, Yue; Molloy, Matthew; Bienstock, Jessica

2015-01-01

This study was designed to evaluate the impact of an interactive computer program developed to empower prenatal communication among women with restricted literacy skills. A total of 83 women seeing 17 clinicians were randomized to a computer-based communication activation intervention (Healthy Babies Healthy Moms [HBHM]) or prenatal education (Baby Basics [BB]) prior to their prenatal visit. Visit communication was coded with the Roter Interaction Analysis System, and postvisit satisfaction was reported. Participants were on average 24 years of age and 25 weeks pregnant; 80% were African American. Two thirds scored ≤8th grade on a literacy screener. Women with literacy deficits were more verbally active, disclosed more medical and psychosocial/lifestyle information, and were rated as more dominant by coders in the HBHM group relative to their counterparts in the BB group (all ps literacy in the HBHM relative to the BB group (p literacy deficits. Satisfaction, however, tended to be lower for these women.

Spatial and Climate Literacy: Connecting Urban and Rural Students

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Boger, R. A.; Low, R.; Mandryk, C.; Gorokhovich, Y.

2013-12-01

Through a collaboration between the University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, four independent but linked modules were developed and piloted in courses offered at Brooklyn College and UNL simultaneously. Module content includes climate change science and literacy principles, using geospatial technologies (GIS, GPS and remote sensing) as a vehicle to explore issues associated with global, regional, and local climate change in a concrete, quantitative and visual way using Internet resources available through NASA, NOAA, USGS, and a variety of universities and organizations. The materials take an Earth system approach and incorporate sustainability, resilience, water and watersheds, weather and climate, and food security topics throughout the semester. The research component of the project focuses on understanding the role of spatial literacy and authentic inquiry based experiences in climate change understanding and improving confidence in teaching science. In particular, engaging learners in both climate change science and GIS simultaneously provides opportunities to examine questions about the role that data manipulation, mental representation, and spatial literacy plays in students' abilities to understand the consequences and impacts of climate change. Pre and post surveys were designed to discern relationships between spatial cognitive processes and effective acquisition of climate change science concepts in virtual learning environments as well as alignment of teacher's mental models of nature of science and climate system dynamics to scientific models. The courses will again be offered simultaneously in Spring 2014 at Brooklyn College and UNL. Evaluation research will continue to examine the connections between spatial and climate literacy and teacher's mental models (via qualitative textual analysis using MAXQDA text analysis, and UCINET social network analysis programs) as well as how urban-rural learning interactions may

Health literacy: communication for the public good.

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Ratzan, S C

2001-06-01

This article builds upon a presentation at the Fifth Global Health Conference on Health Promotion (Mexico City, 9 June 2000), seeking to advance the development of health literacy through effective communication. First, it offers a timely reflection for health promotion epistemology in particular, and the potential approach to framing health promotion activities in general, with health literacy as a bridging concept. The concept of health literacy is briefly explained and defined, followed by identification of some promising communication interventions to diffuse health literacy. Four predominant areas within the communication field are described that shed light on approaches for developing health literacy: integrated marketing communication, education, negotiation and social capital. Each component can contribute to strategic science-based communication. Finally, the article elucidates that communication and developing health literacy are not simple solutions. Communication is not simply message repetition, but includes the development of an environment for community involvement to espouse common values of humankind. With effective communication, worldwide health literacy can become a reality in the 21st century, embodying health as a central tenet of human life.

Exploring the Disconnect Between Information Literacy Skills and Self-Estimates of Ability in First-Year Community College Students. A Review of: Gross, M., & Latham, D. (2012. What’s skill got to do with it?: Information literacy skills and self-views of ability among first-year college students. Journal of the American Society for Information Science and Technology, 63(3, 574-583.

Directory of Open Access Journals (Sweden)

Heather Coates

2013-06-01

Full Text Available Objective – To explore the relationships between information literacy (IL test scores and self-estimated ability both prior to and after completing the test.Design – Information Literacy Test (ILT with pre- and post-test surveys of self-estimated ability.Setting – Two community colleges: a small institution in a rural area and a large institution in an urban area.Subjects – First-year community college students enrolled in entry-level English courses.Methods – The authors conducted a replication study of their earlier work using a larger sample from two community colleges. Information literacy (IL skills were assessed using the Information Literacy Test (ILT developed and validated by researchers at James Madison University. During the spring and fall semesters of 2009 and 2011, the authors administered in a single session the ILT, pre-, and post-test survey instruments to 580 participants. Participants self-selected via sign-up sheet. The first hundred students to sign up per enrollment period were scheduled. Participants received incentives for participation, with an additional incentive offered for scoring in the top 15%. Main Results – The majority of students at both schools (95% at school 1, 80% at school 2 scored in the below-proficient range on the ILT, a few scored in the proficient range (5% at school 1, 20% at school 2, but no students scored in the advanced range. The mean of the few scores in the proficient range was closer to the below-proficient range (≤65% than the advanced range (≥90%. For students at both schools, significant differences were found between their self-estimated and actual test score. While students at both schools adjusted their self-estimated scores downward after completing the ILT, post-test self-estimates remained significantly inflated in relation to their test performance. In particular, students scoring in the below-proficient range demonstrated a large and significant gap. The difference

Family Health and Financial Literacy--Forging the Connection

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Braun, Bonnie; Kim, Jinhee; Anderson, Elaine A.

2009-01-01

Families are at-risk of or experiencing a diminished quality of living and life in current economic times and difficult decisions are required. Health and financial literacy are the basis for wise personal and public decision making. Family and consumer sciences (FCS) professionals can forge connections between health and financial literacy to…

Developing and evaluating a relevant and feasible instrument for measuring health literacy of Canadian high school students.

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Wu, Amery D; Begoray, Deborah L; Macdonald, Marjorie; Wharf Higgins, Joan; Frankish, Jim; Kwan, Brenda; Fung, Winny; Rootman, Irving

2010-12-01

Health literacy has come to play a critical role in health education and promotion, yet it is poorly understood in adolescents and few measurement tools exist. Standardized instruments to measure health literacy in adults assume it to be a derivative of general literacy. This paper reports on the development and the early-stage validation of a health literacy tool for high school students that measured skills to understand and evaluate health information. A systematic process was used to develop, score and validate items. Questionnaire data were collected from 275, primarily 10th grade students in three secondary schools in Vancouver, Canada that reflected variation in demographic profile. Forty-eight percent were male, and 69.1% spoke a language other than English. Bivariate correlations between background variables and the domain and overall health literacy scores were calculated. A regression model was developed using 15 explanatory variables. The R(2) value was 0.567. Key findings were that lower scores were achieved by males, students speaking a second language other than English, those who immigrated to Canada at a later age and those who skipped school more often. Unlike in general literacy where the family factors of mother's education and family affluence both played significant roles, these two factors failed to predict the health literacy of our school-aged sample. The most significant contributions of this work include the creation of an instrument for measuring adolescent health literacy and further emphasizing the distinction between health literacy and general literacy.

Measuring Practicing Clinicians’ Information Literacy

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Barboza, Katherine; Jensen, Ashley E.; Bennett, Katelyn J.; Sherman, Scott E.; Schwartz, Mark D.

2017-01-01

Summary Background As healthcare moves towards technology-driven population health management, clinicians must adopt complex digital platforms to access health information and document care. Objectives This study explored information literacy, a set of skills required to effectively navigate population health information systems, among primary care providers in one Veterans’ Affairs (VA) medical center. Methods Information literacy was assessed during an 8-month randomized trial that tested a population health (panel) management intervention. Providers were asked about their use and comfort with two VA digital tools for panel management at baseline, 16 weeks, and post-intervention. An 8-item scale (range 0-40) was used to measure information literacy (Cronbach’s a=0.84). Scores between study arms and provider types were compared using paired t-tests and ANOVAs. Associations between self-reported digital tool use and information literacy were measured via Pearson’s correlations. Results Providers showed moderate levels of information literacy (M= 27.4, SD 6.5). There were no significant differences in mean information literacy between physicians (M=26.4, SD 6.7) and nurses (M=30.5, SD 5.2, p=0.57 for difference), or between intervention (M=28.4, SD 6.5) and control groups (M=25.1, SD 6.2, p=0.12 for difference). Information literacy was correlated with higher rates of self-reported information system usage (r=0.547, p=0.001). Clinicians identified data access, accuracy, and interpretability as potential information literacy barriers. Conclusions While exploratory in nature, cautioning generalizability, the study suggests that measuring and improving clinicians’ information literacy may play a significant role in the implementation and use of digital information tools, as these tools are rapidly being deployed to enhance communication among care teams, improve health care outcomes, and reduce overall costs. PMID:28197620

Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

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Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine

2014-01-01

This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in…

Health Information Needs and Reliability of Sources Among Nondegree Health Sciences Students: A Prerequisite for Designing eHealth Literacy.

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Haruna, Hussein; Tshuma, Ndumiso; Hu, Xiao

Understanding health information needs and health-seeking behavior is a prerequisite for developing an electronic health information literacy (EHIL) or eHealth literacy program for nondegree health sciences students. At present, interest in researching health information needs and reliable sources paradigms has gained momentum in many countries. However, most studies focus on health professionals and students in higher education institutions. The present study was aimed at providing new insight and filling the existing gap by examining health information needs and reliability of sources among nondegree health sciences students in Tanzania. A cross-sectional study was conducted in 15 conveniently selected health training institutions, where 403 health sciences students were participated. Thirty health sciences students were both purposely and conveniently chosen from each health-training institution. The selected students were pursuing nursing and midwifery, clinical medicine, dentistry, environmental health sciences, pharmacy, and medical laboratory sciences courses. Involved students were either in their first year, second year, or third year of study. Health sciences students' health information needs focus on their educational requirements, clinical practice, and personal information. They use print, human, and electronic health information. They lack eHealth research skills in navigating health information resources and have insufficient facilities for accessing eHealth information, a lack of specialists in health information, high costs for subscription electronic information, and unawareness of the availability of free Internet and other online health-related databases. This study found that nondegree health sciences students have limited skills in EHIL. Thus, designing and incorporating EHIL skills programs into the curriculum of nondegree health sciences students is vital. EHIL is a requirement common to all health settings, learning environments, and

Effectiveness of a multimedia-based educational intervention for improving colon cancer literacy in screening colonoscopy patients.

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Hassinger, James P; Holubar, Stefan D; Pendlimari, Rajesh; Dozois, Eric J; Larson, David W; Cima, Robert R

2010-09-01

Limited data exist regarding colon cancer literacy in screening colonoscopy patients. We aimed to prospectively assess baseline colon cancer literacy and to determine whether a multimedia educational intervention was associated with improved colon cancer literacy. Colon cancer literacy was assessed in a convenience sample of colonoscopy patients before and after educational intervention. Statistically significant associations with colon cancer literacy scores were assessed by use of multivariate logistic regression analysis. Results are frequency (proportion), mean +/- SD, and odds ratio (OR (95% CI)). Seventy-three subjects participated: mean age, 57 +/- 12 years, 35 (48%) were women, 41 (57%) had a college degree, 43 (59%) had prior colonoscopy, 21 (29%) were accompanying family, and 16 (22%) were health care employees. Multivariate factors associated with a higher baseline colon cancer literacy score included health care employee status (7.9 (95% CI, 1.6-63); P = .02) and family colon cancer history (5.3 (95% CI, 1.3-25); P = .02). After multimedia education, mean scores improved from 53% +/- 23% to 88% +/- 12% (Delta = 35%; P screening colonoscopy. Multimedia-based educational intervention was an effective, satisfying strategy for addressing cancer-specific knowledge deficit in laypersons.

Information Literacy in Nursing Students of Fes Zaragoza Unam.

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Sánchez G, Ana; Carmona M, Beatriz; Pérez O, Edgar; Del Socorro García V, Ma

2018-01-01

In an exploratory quantitative study,information literacy was analyzed in first-year students of the nursing program at the Facultad de Estudios superiores Zaragoza UNAM. A sample of 150 students completed, a validated scale that consisted of 8 categories and a total of 110 items. The average score obtained was 2.11, which places them in a 'low knowledge' category of information literacy.

Common Core State Standards for ELA/Literacy and Next Generation Science Standards: Convergences and Discrepancies Using Argument as an Example

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Lee, Okhee

2017-01-01

As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat "argument," especially in Grades…

Evaluating the impact of geologic heritage on Earth science literacy: Adapting best practices from pedagogy and interpretation (Invited)

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Semken, S. C.

2013-12-01

How might we authentically and practically evaluate the effects of a geologic heritage place or program on public Earth science literacy? This pedagogical form of evaluation is distinct from the evaluation of a place for its geological importance, heritage value, economic or cultural impact, and so on. Best evaluation practices from the realms of formal education, informal education, and interpretation start with a coherent set of evaluable learning outcomes, ideally recapitulated in one or more 'big ideas' that capture the essential attributes of the place or program. Learning outcomes may be classified as cognitive, affective, or psychomotor. Cognitive learning outcomes in a geoheritage context are the Earth-science concepts a visitor or student would be expected to uncover through on-site or virtual exploration of the stratigraphy, structure, landforms, and processes in a place. The Earth Science Literacy Principles (ESLP), and similar literacy documents relating to atmosphere, oceans, and climate; offer a template for mapping localized concepts onto more global ones. Quantitative instruments to evaluate understanding of the ESLP are in development, and the ESLP also map directly onto measures used in formal educational assessment, notably the Next Generation Science Standards in the USA. Nongeological place meanings (a component of sense of place) may suggest other cognitive outcomes. Affective learning outcomes for visitors and students in geoheritage sites are less readily defined, but may include place attachment (also a component of sense of place), attitudes, and interest. Multiple quantitative and qualitative methods of evaluating these outcomes exist. Psychomotor learning outcomes are even muddier, but accessibility (defined by statutes) offers a potential starting point. In practice, evaluation may be conducted synchronously or asynchronously with visitors' or students' interaction with the geoheritage place or program. Evaluation programs are typically

Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

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Arnold, Suzanne C.

Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

Development of a reliable and construct valid measure of nutritional literacy in adults

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Diamond James J

2007-02-01

Full Text Available Abstract Background Research into the relation of literacy to health status has not included measures of nutritional literacy. This may be a critical area in the study of chronic conditions such as hypertension and diabetes, which can both relate to obesity and nutrition. This paper details the development and psychometric characteristics of the Nutritional Literacy Scale (NLS, offered as a measure of adults' ability to comprehend nutritional information. Methods In order to assess the internal consistency and construct validity of the NLS, demographic data, readability statistics, NLS scores and scores on the Reading Comprehension Section of the Short Test of Functional Health Literacy in Adults (S-TOFHLA were collected in a cross-sectional study of 341 patients from two primary care practices. Results The NLS score showed acceptable internal consistency of 0.84 by Cronbach's alpha coefficient. The Pearson correlation between the NLS and the S-TOFHLA was 0.61, supporting evidence for construct validity. Conclusion Given the importance of proper weight and nutrition in the health of the public, as well as the absence of research on literacy skills as related to nutritional concepts, the NLS has the potential to add to the national research agenda in these areas.

Literacy processes cognitive flexibility in learning and teaching

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Cartwright, Kelly B

2015-01-01

Reading and writing instruction require individuals--both students and teachers--to flexibly process many kinds of information, from a variety of sources. This is the first book to provide an in-depth examination of cognitive flexibility: how it develops across the lifespan; its role in specific literacy processes, such as phonemic awareness, word recognition, and comprehension; and implications for improving literacy instruction and teacher education. The contributors include leading researchers in literacy, psychology, and cognitive development, who summarize the current state of the science

A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education

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Sural, Serhat; Dedebali, Nurhak Cem

2018-01-01

The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were…

Perspectives on Information Literacy: A Framework for Conceptual Understanding

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Addison, Colleen; Meyers, Eric

2013-01-01

Information literacy, 40 years since the term was coined, remains a conceptually contested aspect of library and information science research. This paper uses a review of the literature related to the concept of information literacy to identify three different perspectives, their historical origins, and connection to library and information…

Taming Typhon: Advancing Climate Literacy by Coordinating Federal Earth System Science Education Investments Through the U.S. Climate Change Science Program

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Karsten, J. L.; Niepold, F.; Wei, M.; Waple, A. M.

2008-12-01

Thirteen Federal agencies in the United States invest in research, communication, and education activities related to climate and global change. The U.S. Climate Change Science Program (CCSP) works to integrate the research activities of these different agencies, with oversight from the Office of Science and Technology Policy, the Council on Environmental Quality, the National Economic Council and the Office of Management and Budget. The CCSP is the result of a Presidential initative in 2001 to build on the Global Change Research Program, which exists as a result of the Global Change Research Act of 1990. This initiative was to shift the focus of the Program from 'discovery and characterization' to 'differentiation and strategy investigation.' With this shift, CCSP's focus is now on evaluating optimal strategies for addressing climate change risks, improving coordination among the Federal agencies, communicating research results to all stakeholders (including national policy leaders and local resource managers), and improving public debate and decision-making related to global change. Implicit to these activities is the need to educate the general public about the science of climate change and its consequences, as well as coordinate Federal investments related to climate change education. This is no small task, given the variety of missions and approaches of the participating agencies. Recognizing that its Communications Interagency Working Group (CIWG) does not have the expertise or focus to adequately address issues related to science education, the CCSP recently established an ad-hoc Education Interagency Working Group (EIWG), comprising representatives from all 13 agencies, that will work closely with the CIWG to enhance education goals. Its mission is to advance literacy in climate and related sciences and increase informed decision making for the Nation. The EIWG envisions that its primary activities in the near-term will be focused on establishing: (1) a

Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

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Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

2018-01-01

Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

Measuring Ocean Literacy in Pre-Service Teachers: Psychometric Properties of the Greek Version of the Survey of Ocean Literacy and Experience (SOLE)

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Markos, Angelos; Boubonari, Theodora; Mogias, Athanasios; Kevrekidis, Theodoros

2017-01-01

The aim of the present study was to respond to the increasing demand for comprehensive tools for the measurement of ocean literacy, by investigating the psychometric characteristics of a Greek version of the Survey of Ocean Literacy and Experience (SOLE), an instrument that assesses conceptual understanding of general ocean sciences content,…

eHealth literacy research-Quo vadis?

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Griebel, Lena; Enwald, Heidi; Gilstad, Heidi; Pohl, Anna-Lena; Moreland, Julia; Sedlmayr, Martin

2017-10-18

The concept of electronic health (eHealth) literacy evolved from the social and information sciences and describes competencies necessary to use electronic health services. As it is a rather new topic, and as there is no current overview of the state of the art in research, it is not possible to identify research gaps. Therefore, the objective of this viewpoint article is to increase knowledge on the current state of the art of research in eHealth literacy and to identify gaps in scientific research which should be focused on by the research community in the future. The article provides a current viewpoint of the concept of eHealth literacy and related research. Gaps can be found in terms of a missing "gold standard" regarding both the definition and the measurement of eHealth literacy. Furthermore, there is a need for identifying the implications on eHealth developers, which evolve from the measurement of eHealth literacy in eHealth users. Finally, a stronger inclusion of health professionals, both in the evolving concept and in the measurement of eHealth literacy, is needed in the future.

Literacy in the World and Turkey "A General Assessment of the Situation"

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Asici, Murat

2015-01-01

Literacy concept has changed and become different as a result of researches carried out in the field of educational sciences, and social and technological developments in the world. Particularly after the 1990s, literacy concept included not a single fact, but multiple facts. The word literacy has started being used along with different…

Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

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Alishia Gaston

2016-05-01

Full Text Available This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.

Evaluation of instruments to assess health literacy in Arabic language among Iraqis.

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Al-Jumaili, Ali Azeez; Al-Rekabi, Mohammed Dakhil; Sorofman, Bernard

2015-01-01

Low health literacy is associated with lack of medical information, less use of preventive measures, low medication adherence rates, high health care costs and high risk of hospitalization. The aims were to compare the results of the three health literacy tests, to measure for the first time the health literacy level of Iraqis, to describe the use of standardized health literacy tests, to evaluate reliability and validity of the Arabic versions of these tests, and to investigate whether there is relationship between the participant characteristics and the health literacy level. A convenience sample of 95 subjects was studied in five community pharmacies in Al-Najaf and Babylon governorates, Iraq. Three health literacy tests, the Single Item Literacy Screener (SILS), the New Vital Sign (NVS) and the Short version of the Test of Functional Health Literacy in Adults (S-TOFHLA), were translated in the Arabic language and administered to the pharmacy customers. There were no statistically significant associations between age, gender, education and current education status and NVS score, but there were significant positive associations between the level of education and each one of SILS, New SILS, and S-TOFHLA scores. SILS has one subjective, possibly culturally biased question. Since Iraqis are generally not exposed to reading product labels, the NVS test might be not an accurate measure for them. S-TOFHLA was the most comprehensive test and gave equitable results. The Arabic version of S-TOFHLA can be used to measure health literacy in 22 Arabic speaking countries. Copyright © 2015 Elsevier Inc. All rights reserved.

Solar Science Digital Comic Series that promotes Science Literacy with Upper Elementary and Middle School Students

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Kellagher, E.; Scherrer, D. K.; Buhr Sullivan, S. M.

2013-12-01

The SDO instruments (EVE, AIA and HMI) teams have created a digital comic book series for upper elementary and middle school students featuring solar science aficionados Camilla and Colours, 2 cool mascot characters. These comics may be printed or read on mobile devices and are available as a free download. Many teachers are looking for resources to use with their students via the IPad so our collaboration helps supply teachers with a great resource that teaches about solar concepts and helps dispel solar misconceptions. It doesn't come as a surprise to a lot of us, but a recent study confirms what's been theorized for years: Comics are a stronger learning tool than text books. Image-based storytelling is a powerful educational tool. Comics are probably more able to combine story and information simultaneously, more effectively and seamlessly, than almost any other medium. There's also a great potential to incorporate interactive elements into digital versions, so that more information can be presented on certain items on a page. For example, videos, animations and even historic footage and audio can be embedded into digital comics. Really, the possibilities are limited only by the creators' imaginations as to how to find new ways to create a rich experience that is interesting to explore for students. We are excited to unveil this new series of solar science comics that promotes science literacy with upper elementary and middle school students.

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

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Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University

The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

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Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

The Development of Adolescent Online Reading Literacy Assessments

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Kuei-Lin Chang

2013-12-01

Full Text Available By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004’s online reading comprehension definition. A total of 601 eighth graders from junior high schools and 618 tenth graders from senior high schools in Taiwan City participated in this study. This study uses Rasch IRT model to calibrate the item parameter and scale scores. The results indicated: the online reading literacy assessments had adequate difficulty level, reasonable validity evidences, and students’ online reading literacy performance contains ICT element which is different from offline reading; the gender effect exists in the online reading environment by grades.

Better learning through instructional science: a health literacy case study in "how to teach so learners can learn".

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Freedman, Ariela M; Echt, Katharina V; Cooper, Hannah L F; Miner, Kathleen R; Parker, Ruth

2012-09-01

Health education and behavior change interventions typically pay little attention to the intervention's instructional foundation. Combining the fields of health literacy, cognitive psychology, and adult learning theory, this article provides an integrative scientific approach, called the BEAN (Better Education and iNnovation) model, to creating an instructional foundation based on how individuals acquire knowledge and skills. The article uses a case study example from an adult literacy center's health literacy class to explore how environmental factors and instructional strategies can be applied to health education and behavior change interventions. Data for this case study were derived through 20 hours of classroom observation and qualitative interviews with 21 adult education students and 3 instructors. Results provide practical examples of environmental factors and instructional strategies designed to facilitate learning, such as fostering autonomy, activating prior knowledge, and fostering perspective change. Results also describe the resulting health behavior changes of students attending the health literacy class, such as increased medication adherence and physical activity, improved nutritional habits, and increased question asking of health practitioners. This article serves as a first step to encouraging researchers and educators to consider the importance of drawing on cognitive psychology and theories of adult learning to create a scientifically based instructional foundation for health behavior change programs. Additionally, by drawing on the expertise of adult educators well versed in the science of instructional design, this article also demonstrates that the adult education classroom is an excellent setting for conducting health education and behavior change interventions.

Building Community Consensus for Earth Science Literacy Using an Online Workshop (Invited)

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Wysession, M. E.; Tuddenham, P.; Taber, J.; Ladue, N.

2009-12-01

The Earth Science Literacy Principles, published in the spring of 2009, represented a community consensus about what all Americans should understand about Earth sciences. Central to its creation was a 2-week online workshop that involved participation by 350 Earth scientists and educators. The online workshop, hosted by The College of Exploration, was an excellent medium for incorporating the ideas and concerns of 350 people in near-real time. NSF tasked the Earth Science Literacy Initiative (ESLI) (www.earthscienceliteracy.org) with constructing a set of “Big Ideas” and “Supporting Concepts” that distilled the essential understandings of the GEO-EAR division of NSF. Because of the wide diversity of sub-fields involved (ranging from paleobiology to tectonics), finding a mechanism for incorporating many different views while retaining an organized structure was a challenge. The online workshop turned out to be ideal for this task. Though the 2-week asynchronous workshop was designed to replicate a 2-day in-person workshop, at the drawn-out pace of one hour of requested participation per day, in reality it was much more productive. Many aspects of an in-person workshop were replicated in the the online space. Plenary talks were presented in the main conference room via videos recorded just before or during the 2-week period. The workshop was structured with 150 invited participants and 200 observers. The participants had access to all of the rooms while the observers could see all rooms but could only chat in their own area, the Observation Café. Each breakout room had a moderator who attempted to guide discussion, including suggesting off-topic conversations be moved to the Earth Café. An organizing committee of about a dozen people teleconferenced daily, determining the goals or tasks for the participants for that day. This allowed for a high level of flexibility, with the workshop structure flowing in response to the results up to that point. The first

Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

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Pedemonte, S.; Weiss, E. L.

2016-02-01

Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

Relationship between Health Literacy, Health-Related Behaviors and Health Status: A Survey of Elderly Chinese

Directory of Open Access Journals (Sweden)

Yong-Bing Liu

2015-08-01

Full Text Available Background: Despite the large volume of research dedicated to health-related behavior change, chronic disease costs continue to rise, thus creating a major public health burden. Health literacy, the ability to seek, understand, and utilize health information, has been identified as an important factor in the course of chronic conditions. Little research has been conducted on the relationship between health literacy and health-related behaviors and health status in elderly Chinese. The aim of this study was to elucidate the relationship between health literacy and health-related behaviors and health status in China. Methods: The subjects enrolled in this study were selected based on a stratified cluster random sampling design. Information involving >4500 older adults in 44 pension institutions in Urumqi, Changji, Karamay, and Shihezi of Xinjiang between September 2011 and June 2012 was collected. The Chinese Citizen Health Literacy Questionnaire (China Health Education Centre, 2008 and a Scale of the General Status were administered and the information was obtained through face-to-face inquiries by investigators. A total of 1452 respondents met the inclusion criteria. A total of 1452 questionnaires were issued and the valid response rate was 96.14% (1396 of 1452. Factors affecting health literacy and the relationship to health literacy were identified by one-way ANOVA and a multiple linear regression model. Results: The average health literacy level of the elderly in nursing homes was relatively low (71.74 ± 28.35 points. There were significant differences in the health literacy score among the factors of age, gender, race, education level, household income, marital conditions, and former occupation (p < 0.001. The health literacy score was significantly associated with smoking, drinking, physical exercise, and health examination (p < 0.001. The elderly with higher health literacy scores were significantly less likely to have risky behaviors

Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

Science.gov (United States)

Glaze, Amanda L.

2018-01-01

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an…

Health literacy, information seeking, and trust in information in Haitians.

Science.gov (United States)

Lubetkin, Erica I; Zabor, Emily C; Isaac, Kathleen; Brennessel, Debra; Kemeny, M Margaret; Hay, Jennifer L

2015-05-01

To assess heath literacy, health information seeking, and trust in health-related information among Haitian immigrants seen in primary care. Health literacy was measured by the Brief Health Literacy Screen (BHLS); items on health information use were from the 2007 Health Information National Trends Survey. BHLS scores differed according to age, education, and survey language. Participants with lower levels of health literacy tended to be more likely to place "a lot" or "some" trust in family and friends and religious organizations and leaders as sources of information about health or medical topics. Constructing a culturally-tailored and appropriate intervention regarding health promotion requires understanding how the population accesses and conveys health information.

The relationship among health literacy, health knowledge, and adherence to treatment in patients with rheumatoid arthritis.

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Quinlan, Patricia; Price, Kwanza O; Magid, Steven K; Lyman, Stephen; Mandl, Lisa A; Stone, Patricia W

2013-02-01

Patients with poor health literacy often lack the knowledge needed to manage their treatment. The aim of this cross-sectional study is to determine whether health literacy is a predictor of health knowledge and/or adherence to medication treatment in patients with rheumatoid arthritis. The study was completed in an urban, outpatient rheumatology setting. Health literacy was measured using the Test of Functional Health Literacy in Adults. The Arthritis Knowledge Questionnaire was modified to measure medication specific health knowledge, and the Morisky Medication Adherence scale was used to measure adherence. Researchers used regression analyses to determine if health literacy was a predicator of knowledge and/or adherence. Participants (N = 125) had high mean health literacy scores. The average medication knowledge score was 0.73. Adherence to medication regimen was 0.84. Controlling for patient covariates, health literacy was positively associated with education, race, and age. In adjusted analyses, health literacy was a significant predictor of health knowledge but not adherence. Race, neighborhood income, and confidence with contacting provider about medications were predictors of adherence. Study findings indicate that health literacy is independently associated with medication knowledge but not medication adherence in patients with rheumatoid arthritis. These results provide useful information for planning initiatives to support individuals with disease self-management.

Decline in Literacy and Incident AD Dementia Among Community-Dwelling Older Persons.

Science.gov (United States)

Yu, Lei; Wilson, Robert S; Han, S Duke; Leurgans, Sue; Bennett, David A; Boyle, Patricia A

2017-06-01

To quantify longitudinal change in financial and health literacy and examine the associations of declining literacy with incident Alzheimer's disease (AD) dementia and mild cognitive impairment (MCI). Data came from 799 participants of an ongoing cohort study. Literacy was measured using a battery of 32 questions. Clinical diagnoses were made annually following uniform structured procedures. The associations of declining literacy with incident AD dementia and MCI were tested using a joint model for longitudinal and time-to-event data. We observed an overall decline in total literacy score over up to 6 years of follow-up ( p literacy was associated with higher risks for incident AD dementia (hazard ratio = 4.526, 95% confidence interval = [2.993, 6.843], p literacy among community-dwelling older persons predicts adverse cognitive outcomes and serves as an early indicator of impending dementia.

A Survey on Health Literacy of Referred Diabetic Patients to Yazd Diabetes Research Center

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z Rezaee Esfahrood

2016-09-01

Full Text Available Introduction:The ability to use skills such as reading, listening, analysis and decision making in health status depends on the degree to which individuals have the capacity to obtain, process, and understanding basic health information and services needed which is defined in term of health literacy. The purpose of this study was to determine the level of health literacy in referred patients to Yazd Diabetes Research Center. Methods: This cross-sectional study performed on 432 patients referred to Yazd Diabetes Research Center in 2014. Health literacy was measured by the Test of Functional Health Literacy in Adults (TOFHLA and analyzed using the SPSS-17 software and analytical statistics (T-Test, Chi-Square, A-Nova and linear regression. Results: The mean age of studied population was 55.02 ± 6.32 years old and the mean duration of diabetes was 10.24 ± 7.13 years old. Increase age and decrease the Duration of diabetes, Increase health literacy scores. The average of Health literacy scores was significantly higher in men than women. Retired people, people living in the city, people with high educational level and good economic situation were more literate. (P-Value <0.001 Conclusion: The results showed that health literacy in 59.3 percent of patients was insufficient, in 18.5 percent was border and only 22.2 percent of patients had adequate health literacy that providing facilities and health literacy education seems to be necessary for them.  

Recostructing the Physics Teaching Didactic based on Marzano’s Learning Dimension on Training the Scientific Literacies

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Karim, S.; Prima, E. C.; Utari, S.; Saepuzaman, D.; Nugaha, M. G.

2017-02-01

Scientific literacy is currently considered as an important aspect supporting an useful citizenship ability for civilians inhabiting highly developed countries as well as developing countries. Consequently, certain countries recommended this scientific literacy to be applied at a national curricula. The PISA study showed the Indonesian scientific literacy level of 1, which means as just simple science phenomenon that could be exactly descibed by a student. This condition indicates that common science teachings do not optimally facillitate students to guide the scientific literacy. By proposing this research, the science didactic reconstruction will be offered in order to gain the students’ scientific literacy evaluated from the qualitative analysis of the action research and the students’ respons during learning science. The qualitative evaluation was developed based on the Marzano’s learning dimension about the scientific literacy. This research, involving 29 students as participants, analyzed the improved physics teaching didactic as described in the following sentences. The teaching reconstruction concerned a high attention to the development of the structural knowledge. The knowledge was acquired from a real phenomenon followed by giving the instructed questions as the second learning dimension. The third dimension of learning reconstruction aimed to provide the knowledge repetition on an appropriate science context. At the fourth dimension, the reconstruction should be improved in order to find the best treatment for the students. Hopefully, they can control the physical parameter and evaluate the result of their investigation related to the given science problems. It can be concluded that most of the students were interested in learning science. However, the productive learning didn’t accompany students to the Marzano’s second, third, and fourth learning dimensions.

A Mismatch Between Patient Education Materials About Sickle Cell Disease and the Literacy Level of Their Intended Audience.

Science.gov (United States)

McClure, Elizabeth; Ng, Jared; Vitzthum, Kelly; Rudd, Rima

2016-05-12

Despite the first goal of the 2010 National Action Plan to Improve Health Literacy, the literacy demands of much health information exceeds the reading skills of most US adults. The objective of this study was to assess the health literacy level of publicly available patient education materials for people with sickle cell disease (SCD). We used 5 validated tools to evaluate 9 print and 4 online patient education materials: the simple measure of gobbledygook (SMOG) to assess reading grade level, the Peter Mosenthal and Irwin Kirsch readability formula (PMOSE/IKIRSCH) to assess structure and density, the Patient Education Materials Assessment Tool (PEMAT) to assess actionability (how well readers will know what to do after reading the material) and understandability, the Centers for Disease Control and Prevention's (CDC's) Clear Communication Index (Index) to obtain a comprehensive literacy demand score, and the Printed Cancer Education Materials for African Americans Cultural Sensitivity Assessment Tool. Materials' scores reflected high reading levels ranging from 8th grade to 12th grade, appropriate (low) structural demand, and low actionability relative to understandability. CDC suggests that an appropriate Index score should fall in or above the 90th percentile. The scores yielded by materials evaluated in this assessment ranged from the 44th to the 76th percentiles. Eight of the 13 materials scored within the acceptable range for cultural sensitivity. Reading levels of available patient education materials exceed the documented average literacy level of the US adult population. Health literacy demands should be a key consideration in the revision and development of patient education materials for people with SCD.

Beyond word recognition: understanding pediatric oral health literacy.

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Richman, Julia Anne; Huebner, Colleen E; Leggott, Penelope J; Mouradian, Wendy E; Mancl, Lloyd A

2011-01-01

Parental oral health literacy is proposed to be an indicator of children's oral health. The purpose of this study was to test if word recognition, commonly used to assess health literacy, is an adequate measure of pediatric oral health literacy. This study evaluated 3 aspects of oral health literacy and parent-reported child oral health. A 3-part pediatric oral health literacy inventory was created to assess parents' word recognition, vocabulary knowledge, and comprehension of 35 terms used in pediatric dentistry. The inventory was administered to 45 English-speaking parents of children enrolled in Head Start. Parents' ability to read dental terms was not associated with vocabulary knowledge (r=0.29, P.06) of the terms. Vocabulary knowledge was strongly associated with comprehension (r=0.80, PParent-reported child oral health status was not associated with word recognition, vocabulary knowledge, or comprehension; however parents reporting either excellent or fair/poor ratings had higher scores on all components of the inventory. Word recognition is an inadequate indicator of comprehension of pediatric oral health concepts; pediatric oral health literacy is a multifaceted construct. Parents with adequate reading ability may have difficulty understanding oral health information.

Socioscientific Issues and the Affective Domain: Scientific Literacy's Missing Link.

Science.gov (United States)

Sadler, Troy D.

The promotion of scientific literacy has become an important goal for science education, and the ability to negotiate socioscientific issues is at least one aspect of scientific literacy. This paper focuses on how the moral dimensions of socioscientific issues influence decision-making regarding these issues. Morality is examined from multiple…

Associations of APOE ε4 With Health and Financial Literacy Among Community-Based Older Adults Without Dementia.

Science.gov (United States)

Stewart, Christopher C; Boyle, Patricia A; James, Bryan D; Yu, Lei; Han, S Duke; Bennett, David A

2016-05-12

Older adults often exhibit low health and financial literacy, but the reasons why remain unclear. One possibility is that those older adults at high risk for developing dementia demonstrate low literacy even in the absence of marked cognitive impairment. We therefore examined associations of health and financial literacy with the APOE ε4 allele, the chief genetic risk factor for Alzheimer's disease, among older adults without dementia. Participants were 487 older adults without dementia enrolled in the Rush Memory and Aging Project (mean age = 83, mean years of education = 15, 77% female, 91% non-Hispanic White). Participants underwent APOE genotyping and assessments of cognition, health literacy, and financial literacy. Health and financial literacy scores were also averaged into a total literacy score. ε4 was associated with lower total and health literacy, with a trend toward an association with lower financial literacy, after adjustment for age, sex, and education. Associations of ε4 with lower total and health literacy persisted after further adjustment for global cognitive function and 5 specific cognitive domains. ε4 affects literacy even in the absence of clinical dementia and does so relatively independent of performance on traditional cognitive tests. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Examination of an eHealth literacy scale and a health literacy scale in a population with moderate to high cardiovascular risk: Rasch analyses.

Directory of Open Access Journals (Sweden)

Sarah S Richtering

Full Text Available Electronic health (eHealth strategies are evolving making it important to have valid scales to assess eHealth and health literacy. Item response theory methods, such as the Rasch measurement model, are increasingly used for the psychometric evaluation of scales. This paper aims to examine the internal construct validity of an eHealth and health literacy scale using Rasch analysis in a population with moderate to high cardiovascular disease risk.The first 397 participants of the CONNECT study completed the electronic health Literacy Scale (eHEALS and the Health Literacy Questionnaire (HLQ. Overall Rasch model fit as well as five key psychometric properties were analysed: unidimensionality, response thresholds, targeting, differential item functioning and internal consistency.The eHEALS had good overall model fit (χ2 = 54.8, p = 0.06, ordered response thresholds, reasonable targeting and good internal consistency (person separation index (PSI 0.90. It did, however, appear to measure two constructs of eHealth literacy. The HLQ subscales (except subscale 5 did not fit the Rasch model (χ2: 18.18-60.60, p: 0.00-0.58 and had suboptimal targeting for most subscales. Subscales 6 to 9 displayed disordered thresholds indicating participants had difficulty distinguishing between response options. All subscales did, nonetheless, demonstrate moderate to good internal consistency (PSI: 0.62-0.82.Rasch analyses demonstrated that the eHEALS has good measures of internal construct validity although it appears to capture different aspects of eHealth literacy (e.g. using eHealth and understanding eHealth. Whilst further studies are required to confirm this finding, it may be necessary for these constructs of the eHEALS to be scored separately. The nine HLQ subscales were shown to measure a single construct of health literacy. However, participants' scores may not represent their actual level of ability, as distinction between response categories was unclear for

Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

Science.gov (United States)

Franzen, Susan; Bannon, Colleen M.

2016-01-01

The ACRL's "Framework for Information Literacy for Higher Education" offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded "Information Literacy Competency Standards for Higher Education" correlate with the preferred research and decision-making model of the health…

Defining food literacy: A scoping review.

Science.gov (United States)

Truman, Emily; Lane, Daniel; Elliott, Charlene

2017-09-01

The term "food literacy" describes the idea of proficiency in food related skills and knowledge. This prevalent term is broadly applied, although its core elements vary from initiative to initiative. In light of its ubiquitous use-but varying definitions-this article establishes the scope of food literacy research by identifying all articles that define 'food literacy', analysing its key conceptualizations, and reporting outcomes/measures of this concept. A scoping review was conducted to identify all articles (academic and grey literature) using the term "food literacy". Databases included Medline, Pubmed, Embase, CAB Abstracts, CINAHL, Scopus, JSTOR, and Web of Science, and Google Scholar. Of 1049 abstracts, 67 studies were included. From these, data was extracted on country of origin, study type (methodological approach), primary target population, and the primary outcomes relating to food literacy. The majority of definitions of food literacy emphasize the acquisition of critical knowledge (information and understanding) (55%) over functional knowledge (skills, abilities and choices) (8%), although some incorporate both (37%). Thematic analysis of 38 novel definitions of food literacy reveals the prevalence of six themes: skills and behaviours, food/health choices, culture, knowledge, emotions, and food systems. Study outcomes largely focus on knowledge generating measures, with very few focusing on health related outcome measures. Current definitions of food literacy incorporate components of six key themes or domains and attributes of both critical and functional knowledge. Despite this broad definition of the term, most studies aiming to improve food literacy focus on knowledge related outcomes. Few articles address health outcomes, leaving an important gap (and opportunity) for future research in this field. Copyright © 2017 Elsevier Ltd. All rights reserved.

Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

Science.gov (United States)

Varelas, Maria; Pappas, Christine C.

2006-01-01

The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

Performance on large-scale science tests: Item attributes that may impact achievement scores

Science.gov (United States)

Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition

Science Fiction & Scientific Literacy

Science.gov (United States)

Czerneda, Julie E.

2006-01-01

The term "science fiction" has become synonymous, in the media at least, for any discovery in science too incredible or unexpected for the nonscientist to imagine. One of the most common classroom uses of science fiction is for students to pick out flaws in science fiction movies or television shows. Unfortunately, this approach can result in…

Teacher and student actions to construct biology literacy at a community college: A bounded case study

Science.gov (United States)

Griesel, Patricia

2000-10-01

Science content area literacy, particularly literacy development in college level biology, is the focus of this study. The study investigates the actions and activities of an instructor and six students over the course of 16 weeks. The study is in response to interest in the literate practices in science classes (NSES, 1996) and to the call for contextual studies that facilitate the learning of science (Borasi & Siegel, 1999; Moje, 1996; Nist & Holschuh, 1996; Prentiss, 1998). A collaborative study between the biology teacher and the researcher, this study investigates the practices believed to be effective for the development of biology literacy. Data sources, in the qualitative bounded case study (Bogdin & Biklin, 1982; Glaser & Strauss, 1967; Miles & Huberman, 1994), include: field notes of classroom observations, in-depth interviews (Seidman, 1992), class surveys, and literate artifacts. The data were coded and analyzed using a constant comparative method (Glaser & Strauss, 1967). The six students reveal similarities and differences regarding the actions, patterns, practices and use of materials and their beliefs about effective practice in the development of biology literacy. The results indicate that a variety of actions and activities are needed to facilitate the development of biology literacy. The common themes to develop from the students' data about effective teacher actions are the following: (a) involves and engages students in inquiry learning through group projects, hands-on, and group discussions; (b) relates examples, experiences, and stories; (c) exhibits expertise; (d) encourages a relaxed classroom atmosphere; (e) facilitates and coaches students; and (f) credits creativity. Further, students report their teacher to be an expert, in terms of science knowledge and literate practices, and that her expertise contributes to their understanding of biology literacy. The teachers' data reveals three themes embedded in her classroom actions: science as

The Effectiveness of Project-based E-learning to Improve Ict Literacy

OpenAIRE

Eliana, E. D. S; Senam, Senam; Wilujeng, I; Jumadi, Jumadi

2016-01-01

This study aims to reveal the effectiveness of science teaching based on project-based learning to improve ICT literacy learners in the junior high school with the category of high, medium and low. This research uses descriptive method to describe the students’ equipness of ICT literacy in the science learning based on the project-based learning that is integrated with e-learning. All of the population in this study are junior high school of curriculum pilot project in 2013 in Singkawang. The...

eHealth Literacy and Intervention Tailoring Impacts the Acceptability of a HIV/STI Testing Intervention and Sexual Decision Making Among Young Gay and Bisexual Men.

Science.gov (United States)

Horvath, Keith J; Bauermeister, José A

2017-02-01

We assessed whether young men who have sex with men's acceptability with the online Get Connected! intervention and subsequent sexual health decision making were influenced by their baseline eHealth literacy (high vs. low competency) and intervention tailoring (tailored or nontailored intervention condition). Compared to the high eHealth literacy/tailored intervention group: (1) those in the low eHealth literacy/tailored intervention condition and participants in the nontailored intervention condition (regardless of eHealth literacy score) reported lower intervention information quality scores; and (2) those in the low eHealth literacy/nontailored intervention group reported lower intervention system quality scores and that the intervention had less influence on their sexual health decision making. Future similar intervention research should consider how eHealth literacy might influence participants' abilities to navigate intervention content and integrate it into their sexual decision making.

Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

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Florence Olutunu Daramola

2015-10-01

Full Text Available The use of Information and Communications Technology (ICT in the school system is becoming increasingly prominent. This study was conducted to find out the ICT literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers consisting of 360 males and 248 females. The instrument used for the study was a researcher-designed questionnaire with a reliability index of .74. The results indicated that student-teachers in North-central Nigeria have an average ICT literacy level. No significant difference was established in the level of ICT literacy between male and female student-teachers {t(636=1.672 >.05} and there was no significant difference in the level of ICT literacy by student-teachers in the Arts, Sciences, and Social Sciences {F(2,635 = 0.935 > 0.05}. It was recommended that universities make available more ICT equipment and facilitate the student-teachers in adopting the culture of integrating ICT into pedagogy and educational administration since they have an average ICT literacy level.

A Randomized Controlled Trial of an At-Scale Language and Literacy Intervention in Childcares in Denmark

DEFF Research Database (Denmark)

Højen, Anders; Bleses, Dorthe; Dale, Philip S.

Research suggests that systematic and explicit curriculum-based language and literacy preschool interventions improve children’s language and literacy outcomes. However, most of this research was done in the U.S. on a relatively small number of children from primarily low-income homes and focused...... of 40 high-quality book-reading lessons with an explicit scope and sequence of language and literacy instruction targeting phonological awareness, print awareness, vocabulary and narrative development. Childcare educators delivered 40 30-minute biweekly lessons. We examined the effect...... of the intervention in three arms: SPELL-basic, SPELL with supplementary home intervention, and SPELL with professional development of educators. Pre- and posttest scores were obtained using a standardized language and literacy test. Hierarchical linear modeling of change scores was the primary analysis. 142...

Dimensions of Deaf/Hard-of Hearing and Hearing Adolescents’ Health Literacy and Health Knowledge

Science.gov (United States)

Smith, Scott R.; Samar, Vincent J.

2016-01-01

Deaf and hard-of-hearing (D/HH) adults have lower health literacy compared to hearing adults but it is unclear if this disparity also occurs in adolescence. We used the Health Literacy Skills Instrument-Short Form (HLSI-SF), Short Form of the Test of Functional Health Literacy (S-TOFHLA), Comprehensive Heart Disease Knowledge Questionnaire (CHDKQ) and newly constructed interactive and critical health literacy survey items to quantify D/HH and hearing adolescents’ health literacy. We adapted and translated survey materials into sign language and spoken English to reduce testing bias due to variable English language skills. Participants were 187 D/HH and 94 hearing college-bound high school students. Adjusting for age, gender, race/ethnicity, school grade, and SES, D/HH adolescents demonstrated weaker general and functional health literacy and cardiovascular health knowledge than hearing adolescents on the HLSI, S-TOFHLA, and CHDKQ (all p’s<.0001). Standard health literacy or knowledge scores were associated with several interactive and critical health literacy skills (all p’s<.05). D/HH adolescents who reported greater hearing-culture identity, having hearing aids, experiencing better hearing with assistive devices, having good quality of communication with parents, and attending hearing schools at least half of the time had higher functional health literacy (all p’s<.025). Those who reported English as their best language and attending hearing schools at least half the time had higher cardiovascular health knowledge scores (all p’s< .03). Results suggest that interventions to improve D/HH adolescents’ health literacy should target their health-related conversations with their families, access to printed health information, and access to health information from other people, especially health care providers and educators. PMID:27548284

Dimensions of Deaf/Hard-of-Hearing and Hearing Adolescents' Health Literacy and Health Knowledge.

Science.gov (United States)

Smith, Scott R; Samar, Vincent J

2016-01-01

Deaf and hard-of-hearing (D/HH) adults have lower health literacy compared to hearing adults, but it is unclear whether this disparity also occurs in adolescence. We used the Health Literacy Skills Instrument-Short Form (HLSI-SF), Short Form of the Test of Functional Health Literacy in Adults (S-TOFHLA), Comprehensive Heart Disease Knowledge Questionnaire (CHDKQ), and newly constructed interactive and critical health literacy survey items to quantify D/HH and hearing adolescents' health literacy. We adapted and translated survey materials into sign language and spoken English to reduce testing bias due to variable English language skills. Participants were 187 D/HH and 94 hearing college-bound high school students. When we adjusted for age, gender, race/ethnicity, school grade, and socioeconomic status, D/HH adolescents demonstrated weaker general and functional health literacy and cardiovascular health knowledge than hearing adolescents on the HLSI, S-TOFHLA, and CHDKQ (all ps < .0001). Standard health literacy or knowledge scores were associated with several interactive and critical health literacy skills (all ps < .05). D/HH adolescents who reported greater hearing-culture identity, having hearing aids, experiencing better hearing with assistive devices, having good quality of communication with parents, and attending hearing schools at least half of the time had higher functional health literacy (all ps < .025). Those who reported English as their best language and attending hearing schools at least half of the time had higher cardiovascular health knowledge scores (all ps < .03). Results suggest that interventions to improve D/HH adolescents' health literacy should target their health-related conversations with their families; access to printed health information; and access to health information from other people, especially health care providers and educators.

Political Literacy as Information Literacy

OpenAIRE

Ross Cory Alexander

2009-01-01

This paper contends that political literacy and information literacy are compatible concepts that are inextricably linked and should therefore be taught and stressed simultaneously to students in the classroom. Improving the information literacy and political literacy skills of students will allow them to not only perform better academically, but also empower them to become better citizens who form opinions and make decisions based on appropriate and quality information.

Health Literacy Among Parents of Newborn Infants

Science.gov (United States)

Mackley, Amy; Winter, Michael; Guillen, Ursula; Paul, David A.; Locke, Robert

2016-01-01

BACKGROUND Health Literacy is the ability to obtain, process, and understand health information to make knowledgeable health decisions. PURPOSE To determine baseline health literacy of NICU parents at a tertiary care hospital during periods of crucial information exchange. METHODS Health Literacy of English speaking NICU parents was assessed using the Newest vital Sign (NVS) on admission (n=121) and discharge (n=59). A quasi-control group of well newborn (WBN) parents (n=24) and prenatal obstetric clinic (PRE) parents (n=18) were included. A single, Likert-style question measured nurse’s assessment of parental comprehension with discharge teaching. Suspected limited health literacy (SLHL) was defined as NVS score of ≤3. FINDINGS / RESULTS Forty-three percent of parents on NICU admission and 32% at NICU discharge had SLHL (pNICU parents and 25% of WBN parents with SLHL at time of admission/infant birth had a college education. Nurse subjective measurement of parental comprehension of discharge instructions was not correlated to the objective measurement of health literacy (p=0.26). IMPLICATIONS FOR PRACTICE SLHL is common during peak time periods of complex health discussion in the NICU, WBN, and PRE settings. NICU providers may not accurately gauge parent’s literacy status. IMPLICATIONS FOR RESEARCH Methods for improving health communication are needed. Studies should evaluate SLHL in a larger NICU population and across different languages and cultures. PMID:27391562

Science literacy programs for K-12 teachers, public officials, news media and the public. Final report, 1994--1997

Energy Technology Data Exchange (ETDEWEB)

NONE

1997-03-01

On 12 July 94, The Institute for Science and Society received the above titled grant for $300,000 with an additional $323,000 awarded 14 August 95. The Institute completed the programs provided by the Department of Energy grant on 28 February 97. These programs for teachers, public officials, news media and the public will continue through 31 December 97 with funding from other sources. The Institute is a non-profit 501-c-3 corporation. It was organized {open_quotes}... to help increase science literacy in all segments of the population and contribute to a more rational atmosphere than now exists for the public consideration of societal issues involving science and technology, both regional and national.{close_quotes} Institute personnel include the Honorable Mike McCormack, Director; Joan Harris, Associate Director; Kim Freier, Ed.D, Program Manager; and Sharon Hunt, Executive Secretary.

New literacies, multiple literacies, unlimited literacies: what now, what next, where to? A response to blue listerine, parochialism and ASL literacy.

Science.gov (United States)

Paul, Peter V

2006-01-01

This article is a response to Blue Listerine, Parochialism, and ASL Literacy (Czubek, 2006). The author presents his views on the concepts of literacy and the new and multiple literacies. In addition, the merits of print literacy and other types of literacies are discussed. Although the author agrees that there is an American Sign Language (ASL) literacy, he maintains that there should be a distinction between conversational "literacy" forms (speech and sign) and secondary literacy forms (reading and writing). It might be that cognitive skills associated with print literacy and, possibly, other captured literacy forms, are necessary for a technological, scientific-driven society such as that which exists in the United States.

Exploring Nutrition Literacy and Knowledge among a National Sample of School Nutrition Managers

Science.gov (United States)

Zoellner, Jamie; Carr, Deborah

2010-01-01

Purpose/Objectives: The purpose of this national study was to describe nutrition literacy levels and nutrition knowledge among school nutrition (SN) managers, and explore if barriers to seeking SN information, perceived role in school wellness, and confidence in SN decision making varied by nutrition literacy and knowledge scores. Methods: An…

Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

Science.gov (United States)

Sherrill, Carol A.

2009-01-01

The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

Technological literacy of fifth and sixth grade pupils of primary school

OpenAIRE

Keše, Jaka

2016-01-01

The first part of this thesis contains a theoretical description of the importance of technology and technological literacy. It introduces the dimensions and standards of technological literacy for pupils aged 9 to 12, followed by a comparative analysis of the Slovenian curriculums of technical subjects (natural science, technical studies, engineering and technology). The thesis has two goals. The first is to evaluate the technological literacy rates among students in the 5th and 6th grade of...

Efficacy of integrating information literacy education into a women's health course on information literacy for RN-BSN students.

Science.gov (United States)

Ku, Ya-Lie; Sheu, Sheila; Kuo, Shih-Ming

2007-03-01

Information literacy, essential to evidences-based nursing, can promote nurses' capability for life-long learning. Nursing education should strive to employ information literacy education in nursing curricula to improve information literacy abilities among nursing students. This study explored the effectiveness of information literacy education by comparing information literacy skills among a group of RN-BSN (Registered Nurse to Bachelors of Science in Nursing) students who received information literacy education with a group that did not. This quasi-experimental study was conducted during a women's health issues course taught between March and June 2004. Content was presented to the 32 RN-BSN students enrolled in this course, which also taught skills on searching and screening, integrating, analyzing, applying, and presenting information. At the beginning and end of the program, 75 RN-BSN student self-evaluated on a 10 point Likert scale their attained skills in searching and screening, integrating, analyzing, applying, and presenting information. Results identified no significant differences between the experimental (n = 32) and control groups (n = 43) in terms of age, marital status, job title, work unit, years of work experience, and information literacy skills as measured at the beginning of the semester. At the end of the semester during which content was taught, the information literacy of the experimental group in all categories, with the exception of information presentation, was significantly improved as compared to that of the control group. Results were especially significant in terms of integrating, analyzing, and applying skill categories. It is hoped that in the future nursing students will apply enhanced information literacy to address and resolve patients' health problems in clinical settings.

Fostering Environmental Literacy For A Changing Earth: Interactive and Participatory Outreach Programs at Biosphere 2

Science.gov (United States)

Pavao-Zuckerman, M.; Huxman, T.; Morehouse, B.

2008-12-01

Earth system and ecological sustainability problems are complex outcomes of biological, physical, social, and economic interactions. A common goal of outreach and education programs is to foster a scientifically literate community that possesses the knowledge to contribute to environmental policies and decision making. Uncertainty and variability that is both inherent in Earth system and ecological sciences can confound such goals of improved ecological literacy. Public programs provide an opportunity to engage lay-persons in the scientific method, allowing them to experience science in action and confront these uncertainties face-on. We begin with a definition of scientific literacy that expands its conceptualization of science beyond just a collection of facts and concepts to one that views science as a process to aid understanding of natural phenomena. A process-based scientific literacy allows the public, teachers, and students to assimilate new information, evaluate climate research, and to ultimately make decisions that are informed by science. The Biosphere 2 facility (B2) is uniquely suited for such outreach programs because it allows linking Earth system and ecological science research activities in a large scale controlled environment setting with outreach and education opportunities. A primary outreach goal is to demonstrate science in action to an audience that ranges from K-12 groups to retired citizens. Here we discuss approaches to outreach programs that focus on soil-water-atmosphere-plant interactions and their roles in the impacts and causes of global environmental change. We describe a suite of programs designed to vary the amount of participation a visitor has with the science process (from passive learning to data collection to helping design experiments) to test the hypothesis that active learning fosters increased scientific literacy and the creation of science advocates. We argue that a revised framing of the scientific method with a more

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

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Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies

Science.gov (United States)

Jetton, Tamara L., Ed.; Shanahan, Cynthia, Ed.

2012-01-01

From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book…

Advocating for Patient Care Literacy.

Science.gov (United States)

Poirier, Therese I

2018-02-01

The value of the arts and humanities in becoming an "educated" pharmacist is reviewed in this commentary. The term "patient care literacy" is defined as becoming a more humane pharmacist. This implies not only using heads but HARTSS (humanities, arts and social sciences) for developing the necessary skills. A conceptual framework for curricular reform that focuses on using the arts and humanities is proposed for advancing patient care literacy. Methods for enhancing use of arts and humanities for developing pharmacy graduates is specifically proposed. The need for more empiric research to demonstrate the value of the arts and humanities in developing a patient care literate professional is highlighted.

From Literature to Cultural Literacy

Directory of Open Access Journals (Sweden)

Naomi Segal

2015-02-01

Full Text Available In recent years, the academic field of literary studies has changed radically. Literary scholars are now working on objects other than poems, dramas or fiction. This essay presents an ongoing strategic project, Cultural Literacy in Contemporary Europe, which was founded in 2007 and run in 2009-11 as an European Science Foundation & Cooperation in Science and Technology (ESF-COST synergy. Its aim is to investigate and celebrate the range of research currently being conducted in the field we have renamed “literary-and-cultural studies”, or LCS. This research aims to enhance cultural literacy. Cultural literacy is an attitude to the social and cultural phenomena that shape our existence—bodies of knowledge, fields of social action, individuals or groups, and of course cultural artefacts, including texts—which views them as being essentially readable: it is a way of looking at social and cultural issues, especially issues of change and mobility, through the lens of literary thinking. The project focuses on four academic fields—cultural memory, migration and translation, electronic textuality, and biopolitics and the body—and four concepts: textuality, fictionality, rhetoricity and historicity. It stresses multilingualism and is part of the movement of interdisciplinarity within the humanities and between the humanities and other disciplines, but remains a distinctive activity within that larger movement.

Financial Literacy of 15-Year-Olds: Results from PISA 2012. Data Point. NCES 2014-102

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Gonzales, Patrick; Kelly, Dana

2014-01-01

This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the…

Computer literacy among first year medical students in a developing country: A cross sectional study

Directory of Open Access Journals (Sweden)

Ranasinghe Priyanga

2012-09-01

Full Text Available Abstract Background The use of computer assisted learning (CAL has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. Methods The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190 were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Results Sample size-181 (Response rate-95.3%, 49.7% were Males. Majority of the students (77.3% owned a computer (Males-74.4%, Females-80.2%. Students have gained their present computer knowledge by; a formal training programme (64.1%, self learning (63.0% or by peer learning (49.2%. The students used computers for predominately; word processing (95.6%, entertainment (95.0%, web browsing (80.1% and preparing presentations (76.8%. Majority of the students (75.7% expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6. There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p Conclusion Sri Lankan medical undergraduates had a low-intermediate level of computer

Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools.

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Farquharson, Kelly; Tambyraja, Sherine R; Logan, Jessica; Justice, Laura M; Schmitt, Mary Beth

2015-08-01

The purpose of this study was twofold: (a) to determine the unique contributions in children's language and literacy gains, over 1 academic year, that are attributable to the individual speech-language pathologist (SLP) and (b) to explore possible child- and SLP-level factors that may further explain SLPs' contributions to children's language and literacy gains. Participants were 288 kindergarten and 1st-grade children with language impairment who were currently receiving school-based language intervention from SLPs. Using hierarchical linear modeling, we partitioned the variance in children's gains in language (i.e., grammar, vocabulary) and literacy (i.e., word decoding) that could be attributed to their individual SLP. Results revealed a significant contribution of individual SLPs to children's gains in grammar, vocabulary, and word decoding. Children's fall language scores and grade were significant predictors of SLPs' contributions, although no SLP-level predictors were significant. The present study makes a first step toward incorporating implementation science and suggests that, for children receiving school-based language intervention, variance in child language and literacy gains in an academic year is at least partially attributable to SLPs. Continued work in this area should examine the possible SLP-level characteristics that may further explicate the relative contributions of SLPs.

Health literacy demands of written health information materials: an assessment of cervical cancer prevention materials.

Science.gov (United States)

Helitzer, Deborah; Hollis, Christine; Cotner, Jane; Oestreicher, Nancy

2009-01-01

Health literacy requires reading and writing skills as well as knowledge of health topics and health systems. Materials written at high reading levels with ambiguous, technical, or dense text, often place great comprehension demands on consumers with lower literacy skills. This study developed and used an instrument to analyze cervical cancer prevention materials for readability, comprehensibility, suitability, and message design. The Suitability Assessment of Materials (SAM) was amended for ease of use, inclusivity, and objectivity with the encouragement of the original developers. Other novel contributions were specifically related to "comprehensibility" (CAM). The resulting SAM + CAM was used to score 69 materials for content, literacy demand, numeric literacy, graphics, layout/typography, and learning stimulation variables. Expert reviewers provided content validation. Inter-rater reliability was "substantial" (kappa = .77). The mean reading level of materials was 11th grade. Most materials (68%) scored as "adequate" for comprehensibility, suitability, and message design; health education brochures scored better than other materials. Only one-fifth were ranked "superior" for ease of use and comprehensibility. Most written materials have a readability level that is too high and require improvement in ease of use and comprehensibility for the majority of readers.

Information Literacy in the Upper Secondary School

DEFF Research Database (Denmark)

Holm, Claus; Schreiber, Trine; Tønnesen, Pia Hvid

The discussion paper is a publication from the project Information Literacy in the Upper Secondary School. The project is a collaboration between the National Library of Education at the Danish School of Education, Aarhus University, and the Royal School of Library and Information Science....... The project is funded by Denmark's Electronic Research Library (DEFF). The discussion paper is published in connection with the conference Information Literacy in the Upper Secondary School on 22 April 2010. See video streaming from the conference etc. at www.dpu.dk/info....

Computer literacy among first year medical students in a developing country: A cross sectional study

Science.gov (United States)

2012-01-01

Background The use of computer assisted learning (CAL) has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. Methods The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190) were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Results Sample size-181 (Response rate-95.3%), 49.7% were Males. Majority of the students (77.3%) owned a computer (Males-74.4%, Females-80.2%). Students have gained their present computer knowledge by; a formal training programme (64.1%), self learning (63.0%) or by peer learning (49.2%). The students used computers for predominately; word processing (95.6%), entertainment (95.0%), web browsing (80.1%) and preparing presentations (76.8%). Majority of the students (75.7%) expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6). There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p computer training was the strongest predictor of computer literacy (β = 13.034), followed by using

An Activity Promoting the Practice of Quantitative Literacy for Pre– and In–Service Teachers of Mathematics and Science

OpenAIRE

Timothy L. Sorey; Teri Willard; Duane Sholz

2010-01-01

The purpose of this article is to describe a hands-on, laboratory activity that provided pre-service teachers in mathematics and science methods courses, and also some in-service mathematics teachers, with the opportunity to exercise quantitative literacy (QL) skills. The focus of the activity is electrical resistance, more particularly the resistance (in ohms) that is painted on small resistors by the use of color-coded bands, one of which is a band for % error. The activity consists of four...

Developing data literacy competencies to enhance faculty collaborations

Directory of Open Access Journals (Sweden)

Don MacMillan

2015-02-01

Full Text Available In order to align information literacy instruction with changing faculty and student needs, librarians must expand their skills and competencies beyond traditional information sources. In the sciences, this increasingly means integrating the data resources used by researchers into instruction for undergraduate students.  Open access data repositories allow students to work with more primary data than ever before, but only if they know how and where to look. This paper will describe the development of two information literacy workshops designed to scaffold student learning in the biological sciences across two second-year courses, detailing the long-term collaboration between a librarian and an instructor that now serves over 500 students per semester. In each workshop, students are guided through the discovery and analysis of life sciences data from multiple sites, encouraged to integrate text and data sources, and supported in completing research assignments.

Evaluation of a health literacy screening tool in primary care patients: evidence from Serbia.

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Jović-Vraneš, Aleksandra; Bjegović-Mikanović, Vesna; Marinković, Jelena; Vuković, Dejana

2014-12-01

Improving health literacy skills is important for patient comprehension of health-related topics and their ability to attend to their medical problems. Promoting health literacy is a pivotal policy for maintaining and promoting health. The objective of the present study was to translate the Test of Functional Health Literacy in Adults (TOFHLA; long and short versions) into Serbian and evaluate the translated and cross-culturally adapted questionnaires in Serbian primary care patients. The translated TOFHLA questionnaires were administered to 120 patients. Additionally, a self-completed questionnaire was used. Both descriptive and inferential statistics were measured. The mean score for the TOFHLA was 73.49 (median, 78; SD = 17.94; range, 0-100) and the mean score for the Short Test of Functional Health Literacy in Adults (STOFHLA) was 29.28 (median, 32; SD = 6.16; range, 0-36). Sex, age, education, self-perceived health and presence of any chronic disease were associated with health literacy scores. The internal consistency (Cronbach's alpha) was 0.73 for the TOFHLA numeracy subset, 0.95 for reading comprehension, 0.94 for the TOFHLA and 0.90 for the STOFHLA. The Pearson correlation between the TOFHLA and STOFHLA was 0.89. The area under the curve of these two tests was 0.79 (95% CI, 0.602-0.817). The Serbian translated versions of the TOHFLA questionnaires offer valid measures of functional health literacy. There were no differences between the reliability and validity of the short and long TOFHLA forms. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Health Literacy and Education Predict Nutrient Quality of Diet of Socioeconomically Diverse, Urban Adults.

Science.gov (United States)

Kuczmarski, Marie F; Adams, Erica L; Cotugna, Nancy; Pohlig, Ryan T; Beydoun, May A; Zonderman, Alan B; Evans, Michele K

2016-01-01

Research has shown that health literacy may be a stronger predictor of health than age, employment status, education level, race, and income. Evidence supports a strong link between low health literacy and poor dietary management of chronic diseases. The aim was to evaluate the relationship of micronutrient quality of diet, health numeracy and health literacy in White and African American adults randomly selected from 13 Baltimore neighborhoods. Cross-sectional analysis of Wave 3 (2009-2013) of the longitudinal Healthy Aging in Neighborhoods of Diversity across the Life Span (HANDLS) study initiated in 2004. Health literacy was measured using the Rapid Estimate of Adult Literacy in Medicine (REALM). Health numeracy was measured using the numeracy subscale of the Test of Functional Health Literacy in Adults (TOFHLA). Nutrient-based diet quality was measured using Mean Adequacy Ratio (MAR-S) scores calculated from 17 micronutrients from diet plus dietary supplement intake. The relationship of MAR-S scores to the health literacy measures were explored with multiple ordinary least square regression models, adjusting for a number of potential confounders. REALM but not numeracy was associated with MAR-S; significant covariates included age, current cigarette smoking status, and energy intake. The interactions of race and educational attainment, and REALM and educational attainment were significant, with the relationship between REALM and MAR-S becoming stronger as education level increased. There is a synergistic relationship between health literacy and educational attainment in predicting nutrient-based diet quality. Education was a stronger predictor for Whites compared to African Americans emphasizing the need for health professionals to focus on both education and literacy when creating and providing diet and health-related interventions and resources.

Effects of Education and Health Literacy on Postoperative Hospital Visits in Bariatric Surgery.

Science.gov (United States)

Mahoney, Stephen T; Tawfik-Sexton, Dahlia; Strassle, Paula D; Farrell, Timothy M; Duke, Meredith C

2018-04-02

Hospital readmissions following bariatric surgery are high and it is necessary to identify modifiable risk factors to minimize this postoperative cost. We hypothesize that lower levels of education and health literacy are associated with increased risks of nonadherence, thus leading to increased emergency department (ED) visits and preventable readmissions postoperatively. Bariatric surgery patients presenting between October 2015 and December 2016 were administered a preoperative questionnaire that measured education level and the Rapid Estimate of Adult Literacy in Medicine-Short Form (REALM-SF) health literacy test. The rates of postoperative ED visits and readmissions were across education levels (≤12th grade versus >12th grade) and health literacy scores (≤8th grade versus high school level). A composite "hospital visit" outcome was also assessed. Ninety-five patients were enrolled; 23 had ≤12th grade level education and 7 scored ≤8th grade on the REALM-SF. Patients with ≤12th grade education were significantly more likely to have a hospital visit after surgery, compared with patients with >12th grade education (incidence rate ratio [IRR] 3.06, P = .008). No significant difference in ED visits, readmission, or hospital visits was seen when stratified by REALM-SF health literacy score. Lower level of education was associated with more than threefold increased risk of postoperative ED visits and readmission in our center's bariatric surgery patients. A patient's education level is a low-cost means to identify patients who are at risk for postoperative hospital visits, and who may benefit from enhanced educational efforts or more intensive postoperative follow-up.

Building Climate Literacy Through Strategic Partnerships

Science.gov (United States)

Turrin, M.; Creyts, T. T.; Bell, R. E.; Meadows, C. A.

2012-12-01

One of the challenges of developing climate science literacy is establishing the relevance of both climate science and climate change at a local community level. By developing partnerships with community-based informal science education providers, we are able to build our climate science and climate change content into existing programs. Employing a systems science approach facilitates these partnerships as our systems science program links with a range of topics, demonstrating the multiple connections between climate, our communities and our daily lives. Merging hands on activities, collaborative projects, and new technology, we encourage learning through doing by engaging participants in active exploration of climate science concepts. Many informal education venues operating locally, from large science museums to small grass-roots community groups, provide ongoing opportunities to connect with students. Through our collaborations we have worked with various types and sizes of non-classroom science providers including: the Intrepid Sea, Air and Space Museum "Greater Opportunities Advancing Leadership and Science" camps for high school girls, Hudson River Park Trust 'Science on the River' events, the annual New York City World Science Festival, and the AAUW's annual STEM Super Scholars Workshops among others. This range of venues has enabled us to reach various ages, backgrounds and interests advancing climate literacy in a number of forums. Major outcomes of these efforts are: (1) Building capacity with community groups: Many local organizations running community programs do not have in-house science expertise. Both science educators and local organization benefit from these collaborations. Science educators and scientists provide up to date climate science information to the community groups while these programs establish strong working relationships between our research and the local community. (2) Developing climate science literacy and lifelong learning: We

IQ variations across time, race, and nationality: an artifact of differences in literacy skills.

Science.gov (United States)

Marks, David F

2010-06-01

A body of data on IQ collected over 50 years has revealed that average population IQ varies across time, race, and nationality. An explanation for these differences may be that intelligence test performance requires literacy skills not present in all people to the same extent. In eight analyses, population mean full scale IQ and literacy scores yielded correlations ranging from .79 to .99. In cohort studies, significantly larger improvements in IQ occurred in the lower half of the IQ distribution, affecting the distribution variance and skewness in the predicted manner. In addition, three Verbal subscales on the WAIS show the largest Flynn effect sizes and all four Verbal subscales are among those showing the highest racial IQ differences. This pattern of findings supports the hypothesis that both secular and racial differences in intelligence test scores have an environmental explanation: secular and racial differences in IQ are an artifact of variation in literacy skills. These findings suggest that racial IQ distributions will converge if opportunities are equalized for different population groups to achieve the same high level of literacy skills. Social justice requires more effective implementation of policies and programs designed to eliminate inequities in IQ and literacy.

A Cardiovascular Health Intervention for Spanish Speakers: The Health Literacy and ESL Curriculum.

Science.gov (United States)

Soto Mas, Francisco; Schmitt, Cheryl L; Jacobson, Holly E; Myers, Orrin B

2018-02-10

Spanish speakers in the United States are in need of effective interventions that address both cardiovascular disease (CVD) and health literacy. However, the literature lacks interventions that have used and evaluated a strategies that focus on both, particularly at the community level. The aim of this study was to explore the effect of a health literacy curriculum on cardiovascular health behavior among Spanish speaking adults. It used a randomized controlled pre-posttest design. Participants included Hispanic adults with a low-to-intermediate level of English proficiency. The intervention group received the health literacy and English as a second language (ESL) Curriculum with CVD specific content, while the control group received a conventional ESL curriculum. Tools included the Spanish Cardiovascular Health Questionnaire (CSC), the test of functional health literacy in adults (TOFHLA), and the Combined English Language Skills Assessment. Analysis of change scores included independent sample t test and multiple linear regression. A total of 155 participants completed the study. There was a significant greater improvement for the intervention group in change of CSC score from pretest to posttest (P = 0.049) compared to controls. The study also found significantly improved TOFHLA (P = 0.011), however it did not find a relationship between changes in CVD behavior and health literacy or English proficiency. The Health Literacy and ESL Curriculum constitutes a valuable resource for addressing the cardiovascular health, literacy, and language needs of Spanish-speaking adults. Interventions that take a multilevel education and health approach may be more effective in addressing the needs of immigrants. Research should further explore the interactions between CVD behavior, health literacy, and English proficiency.

Multiplied Environmental Literacy. Final Report.

Science.gov (United States)

Buethe, Chris

This booklet presents a pupil-oriented program designed to increase the environmental literacy of teachers and students in Indiana schools through a programmed multiplier effect. Junior and senior high school science teachers were prepared to teach students the meanings of 44 selected environmental terms and related concepts. Those teachers then…

Information Literacy and Digital Literacy: Competing or Complementary?

OpenAIRE

Rosanne Marie Cordell

2013-01-01

Digital Literacy is a more recent term than Information Literacy and is used for multiple categories of library users in multiple types of libraries. Determining the relationship between Information Literacy and Digital Literacy is essential before revision of the Information Literacy Standards can proceed.

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Directory of Open Access Journals (Sweden)

Joanne Munn

2017-09-01

Full Text Available Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction. Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

Science.gov (United States)

Goldman, Susan R.; Britt, M. Anne; Brown, Willard; Cribb, Gayle; George, MariAnne; Greenleaf, Cynthia; Lee, Carol D.; Shanahan, Cynthia

2016-01-01

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas--literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline…

A Program for Introducing Information Literacy to Commercial Art and Design Students

Directory of Open Access Journals (Sweden)

David A. Walczak

2010-03-01

Full Text Available This paper describes the process of developing and implementing a comprehensive, school-wide, and sustainable information literacy program at a commercial art and design school. The program requires that information literacy student learning outcomes be included in specific General Education and art and design courses across the curriculum. The results of this multi-year effort indicate that while the program is sound, teaching information literacy is an on-going effort requiring much more training of faculty and students. Best practices in information literacy in library science and art and design literature are reviewed

Association of Health Sciences Reasoning Test scores with academic and experiential performance.

Science.gov (United States)

Cox, Wendy C; McLaughlin, Jacqueline E

2014-05-15

To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.